CONNECTICUT STATE BOARD OF EXAMINERS FOR NURSING SELF-STUDY REPORT 2015 THE CONNECTICUT COMMUNITY COLLEGE NURSING PROGRAM

Transcription

1 CONNECTICUT STATE BOARD OF EXAMINERS FOR NURSING SELF-STUDY REPORT 2015 For the THE CONNECTICUT COMMUNITY COLLEGE NURSING PROGRAM Offered at: Capital Community College, Gateway Community College, Naugatuck Valley Community College, Northwestern CT Community College Norwalk Community College, Three Rivers Community College

2 Items/Topics List of Tables Table of Contents Associated SBEN Criteria NA Page ii List of Appendices NA iv Introduction NA v Philosophy and Objectives: Criterion 1 1 Criterion 2 22 Administration: Criterion 3 35 Criterion 4 40 Criterion 5 58 Faculty: Criterion 6 81 Criterion Criterion Students: Criterion Curriculum: Criterion Criterion Criterion Criterion Criterion Resources and Facilities: Criterion Criterion Criterion i

3 List of Tables Criterion# Table# Title Page(s) Comparison of Community College Missions, CT-CCNP Philosophy/Core Values and Student Learning Outcomes Relationship of CT-CCNP Nursing Program Philosophy, Student Learning Outcomes and Program Outcomes 2.2 Relationship of Student Learning Outcomes, Core Values, Course Objectives, Learning Activities and Evaluation Methods Outline of Nursing Administrators Qualifications College Specific Position Summary of CT-CCNP Administrators 4.2 College Specific Authority and Responsibility Summary for CT-CCNP Administrators Location of Administrative Records at the Community Colleges 5.7 Location of Administrative Records at the BOR System Office Faculty/Staff Credentials at each of the six Community Colleges Faculty to Student Clinical Ratios at each of the six Community Colleges Fall 2014 and Spring 2015 Semesters Clinical Placements at each of the six Community Colleges CT-CCNP Standards and Practices Documentation Sources CT-CCNP Plan of Study and Theory, Laboratory and Clinical Hours CT-CCNP Program of Study 162 ii

4 List of Tables (con t.) Criterion# Table# Title Page(s) CT-CCNP Colleges NCLEX-RN Success Rates as Compared to National Mean CT-CCNP Graduate Satisfaction and Job Placement as Measured by Graduate Survey One Year following Graduation 14.2 CT-CCNP Graduate Employer Satisfaction and Job Placement as Measured by Employer Survey One Year following Graduation Agency Contracts at each of the six Community Colleges iii

5 List of Appendices Appendix Title Page Appendix A: Systematic Plan for Evaluation Template for Colleges 255 Appendix B: Position Descriptions for Nursing Directors 313 Appendix C: Resumes/CVs CT-CCNP Directors 324 Appendix D: Organizational Charts 355 Appendix E: CT-CCNP Bylaws 413 Appendix F: CT-CCNP Nursing Information Packet 424 Appendix G: CT-CCNP Pertinent Websites 442 Appendix H: Application Process and Admission Requirements 444 Appendix I: Nursing Program Selection Process 447 Appendix J: CT-CCNP Nursing Student Handbook 449 Appendix K: CT-CCNP Guide and Application for Admission for External Transfer Applicants 514 Appendix L: CT-CCNP Articulation Agreement Sample 525 Appendix M: CT-CCNP Health Assessment Form for Students Participating in Clinical Activities Capital Community College Sample 548 Appendix N: Graduate and Employer Surveys 557 Appendix O: Cumulative Clinical Evaluation Criteria 579 Appendix P: Nursing Course Descriptions 589 Appendix Q: Appendix R: Appendix S: Appendix T: Alignment of Student Learning Outcomes and Core Values with Professional Standards and Course Objectives 600 Position Description for CT-CCNP Director of System Nursing Curricular Operations 613 Position Description for CT-CCNP Nursing Admissions Specialist 618 Clinical Contract Template Approved by the State of Connecticut, Office of the Attorney General 622 iv

6 September 21, 2015 CT State Board of Examiners for Nursing (SBEN) Department of Public Health Hartford, CT Dear Members of the Board of Examiners for Nursing, We are pleased to provide you with this self-study report completed and submitted on behalf of the Connecticut Community College Nursing Program (CT-CCNP) in an effort to seek continued program approval by the board. Since our initial full program approval as the CT-CCNP in 2010, we have enjoyed five years of continued success based upon strong collaboration among faculty, program, college and system leadership across our colleges. We have enthusiastically embraced national accreditation for each individual college program since 2009 under the common curriculum, student standards and practices and a centralized approach to admissions. We delighted in the seamless integration of a sixth college, Northwestern CT Community under the same, graduating their first class of registered nurse candidates in May We remain true to the mission of Connecticut s Community Colleges to provide top-notch, affordable and accessible educational opportunities for the citizens of our state. We remain committed to the preparation of entry level registered nurse professionals who are encouraged to embrace educational advancement in nursing through the provision of multiple approved pathways to the BSN and beyond. We look forward to the opportunity for open dialogue related to our programs, standards and practices with the members of the board at the SBEN meeting on Wednesday, October 21 st at 8:30 am. If additional information is required prior to the October meeting, please contact Linda Perfetto, Director, System Nursing Curricular Operations at or by at lperfetto@commnet.edu. Thank you for your consideration. Respectfully, The CT-CCNP Nursing Directors Council Cynthia C. Adams EdD, RN Nursing Program Director, CCC Eileen M. George RN, DNP Nursing Program Director, NVCC Edith Ouellet MSN, RN Nursing Program Director, TRCC Sheila B. Solernou MSN, RN Nursing Program Director, GWCC Kathleen Fries PhD, RN Nursing Program Director, NCC Constance Hotchkiss MS, RN Nursing Program Director, NCCC Linda Perfetto MS, RN Director, System Nsg Curricular Operations. v

7 CRITERION 1 The philosophy and educational outcomes of the nursing education program are consistent with the philosophy and objectives of the parent institution. [Regulations, Section (c)(2)] (c)(2) The philosophy and educational outcomes of the nursing education program shall be consistent with the philosophy and objectives of the parent institution. The Board of Regents for Higher Education (BOR), assumed governance of the state s seventeen public colleges and universities, with the exception of the University of Connecticut (UCONN), on July 1, The philosophy and student learning outcomes of the Connecticut Community College Nursing Program (CT-CCNP) are consistent with the philosophy and objectives of each of the community colleges offering the nursing program and with the mission, vision and goals of the Connecticut State Colleges and Universities (CSCU) of the BOR. The BOR s Mission, Vision and Goals for CCSU follow, additional detail can be found at ( Vision for CSCU: The Connecticut State Colleges & Universities will continually increase the number of students completing personally and professionally rewarding academic programs. CSCU Mission: The Connecticut State Colleges & Universities (CSCU) contribute to the creation of knowledge and the economic growth of the state of Connecticut by providing affordable, innovative, and rigorous programs. Our learning environments transform students and facilitate an ever increasing number of individuals to achieve their personal and career goals. CSCU Goals: Goal 1 A Successful First Year: Increase the number of students who successfully complete a first year of college. Goal 2 Student Success: Graduate more students with the knowledge and skills to achieve their life and career goal. Goal 3: Maximize access to higher education by making attendance affordable and our institutions financially sustainable. 1

8 Goal 4: Create educational environments that cultivate innovation and prepare students for successful careers in a fast changing world. Goal 5: Eliminate achievement disparities among different ethnic/racial, economic, and gender groups. The BOR designated specific missions for each constituent unit on June 20, As a constituent unit of the BOR the Connecticut Community Colleges Mission Statement follows: As part of the Connecticut State Colleges & Universities (CSCU) system, the twelve Connecticut Community Colleges share a mission to make excellent higher education and lifelong learning affordable and accessible. Through unique and comprehensive degree and certificate programs, non-credit life-long learning opportunities and job skills training programs, they advance student aspirations to earn career-oriented degrees and certificates and to pursue their further education. The Colleges nurture student learning and success to transform students and equip them to contribute to the economic, intellectual, civic, cultural and social well-being of their communities. In doing so, the Colleges support the state, its businesses and other enterprises and its citizens with a skilled, well-trained and educated workforce. Currently six of the Connecticut Community Colleges offer the CT-CCNP, each college with its individual mission that echoes the distinct purposes the BOR has given to Connecticut s two-year colleges. The philosophy of the CT-CCNP follows: The associate degree nursing program supports the mission of the Connecticut Community Colleges and is committed to the educational preparation of safe, competent, entry level practitioners of nursing. This is accomplished through a dynamic educational experience which involves active and diverse learning processes. Program graduates are prepared to assume the multi-faceted role of the professional nurse which includes planning and provision of care, patient advocacy, communication, teaching, and managing human, physical, financial and technological resources. Graduates must possess the ability to recognize and respond to current trends and issues while upholding standards of care through life-long learning. The faculty believe nursing is a dynamic profession that incorporates evidenced-based theory and skills required for safe practice. Nursing practice integrates the art and science of nursing with theoretical principles from the natural, social, behavioral, biological and physical sciences. 2

9 The faculty has identified six core values that provide the framework for organizing the curriculum. The core values and their corresponding subconcepts are: CRITICAL THINKING Critical thinking skills are essential in today s rapidly changing health care environment. Critical thinking is a complex process that is purposeful, goal-directed and based on factual evidence. Critical thinking requires the skills of collecting, identifying, examining, interpreting and evaluating data. Critical thinking in nursing utilizes the nursing process to identify problems, determine goals and interventions and evaluate outcomes in patient care situations. Critical thinking skills encourage nursing students to think for themselves and initiate appropriate interventions after defining the health care needs. Subconcepts: Nursing Process SAFE AND COMPETENT PRACTICE Safe and competent practice embraces standards of professional nursing. These standards are implemented through clinical, cultural, and technological proficiency in a variety of health care settings. Nurses continuously strive to provide high level nursing care and to improve patient outcomes based upon scientifically supported evidence. Subconcepts: Evidence-based Practice, Technological Competency, Application of Theory to Practice CARING Caring is fundamental to nursing practice. Caring encompasses comfort, empathy, compassion, concern and advocacy within a culturally diverse patient population. Caring nurses enhance the dignity and integrity of individuals, families and groups within the health care delivery system. Subconcepts: Cultural Competency, Empathy, Respect for Human Dignity, Diversity, Advocacy PROFESSIONALISM Professionalism is acquired through a complex process by which the nursing student internalizes values inherent to the practice of nursing. These values include integrity, legal-ethical standards, confidentiality, political awareness, and collegiality. Professional role development includes the acquisition of knowledge and skills through life-long learning. Subconcepts: Legal-Ethical, Life-Long Learning, Integrity, Role Development, Confidentiality, Political Awareness, Collegiality COMMUNICATION Communication is essential to the practice of professional nursing and includes both verbal and non-verbal skills, and information technologies to enhance patient care. The nursing student develops skills in presentation, documentation, teaching, conflict resolution, assertiveness, negotiation, and therapeutic communications with individuals, families, groups, health care team, and community agencies. Subconcepts: Teaching-Learning, Information Technology, Documentation, Therapeutic Communications 3

10 HOLISTIC CARE Nursing utilizes a multidisciplinary approach to managing care that recognizes the uniqueness of the individual. Holistic nursing has as its goal the enhancement of illness prevention, health promotion, wellness maintenance, and health restoration across the life span. Holistic care involves the identification of the biopsycho-social and cultural dimensions of the patient across the life span on the wellnessillness continuum. Patients, families, and groups are respected according to their physical, emotional, social, economic, cultural, and spiritual needs. Subconcepts: Life Span; Wellness- Illness; Health Promotion, Maintenance, Restoration, Prevention; Spirituality; Community; Interdisciplinary The student learning outcomes established for the CT-CCNP articulate the knowledge and skills necessary to function safely and effectively as a safe, competent entry level registered nurse. The outcomes are consistent with the mission of the Connecticut Community Colleges and that of the BOR, and are as follows: The graduate of the CT-CCNP will: Integrate the principles of the natural, physical, social, biological and behavioral sciences, and nursing theory to provide holistic care to individuals, families and groups across the wellness-illness continuum. Integrate nursing process and critical thinking skills for decision making in nursing practice. Provide safe and competent care to individuals, families and groups utilizing evidencebased practice, quantitative reasoning and technological proficiency. Integrate effective communication skills through professional interactions with individuals, families, groups and the health care team. Create an environment where therapeutic interventions reflect a respect for human dignity. Collaborate as a member of a multidisciplinary health team. 4

11 Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession. Function in the professional role utilizing current standards of nursing practice. Tables1.1 to 1.6 illustrate the congruency of the each of the college s mission/vision statements with the CT-CCNP philosophy and student learning outcomes. 5

12 Table 1.1 Comparison of Capital Community College Mission, CT-CCNP Core Values and Student Learning Outcomes Capital Community College Mission Statement Instilling life changing knowledge in a community of learners from multi-cultural backgrounds in a vital urban setting. Prepares individuals for careers through associate programs in academic and technical disciplines. CT-CCNP Core Values Critical thinking Safe and competent practice CT-CCNP Student Learning Outcomes Integrate nursing process and critical thinking skills for decision making in nursing practice. Provide safe and competent care to individuals, families, and groups utilizing evidenced-based practice, quantitative reasoning, and technological proficiency. Fostering a student-centered environment. Caring Create an environment where therapeutic interventions reflect a respect for human dignity. Maintaining programs and support services that enable students to develop academic and professional skills that equip them for ongoing challenges and opportunities Fostering respectful and vigorous dialog which nourishes active participation and service to the community. Provide access to higher education to the diverse residents of the greater Hartford region Professionalism Communication Holistic care Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession. Function in the professional role utilizing current standards of practice. Collaborate as a member of a multidisciplinary health team. Integrate effective communication skills through professional interactions with individuals, families, groups and the health care team. Integrate the principles of the natural, physical, social, biological, and behavioral sciences, and nursing theory to provide holistic care to individuals, families, and groups across the wellness-illness continuum. 6

13 Table 1.2 Comparison of Gateway Community College Mission, CT-CCNP Philosophy and Student Learning Outcomes Gateway Community College Mission Statement and Purpose To offer high-quality instruction and comprehensive services in an environment conducive to learning. We respond to the changing academic, occupational, technological, and cultural needs of a diverse population Offers a broad range of credit and credit-free liberal arts and sciences, technical and career associate degree and certificate programs and courses leading to transfer, employment and lifelong learning; CT-CCNP Nursing Philosophy The CT-CCNP is committed to the educational preparation of safe, competent, entry level practitioners of nursing. This is accomplished through a dynamic educational experience which involves active and diverse learning processes. Program graduates are prepared to assume the multi-faceted role of the professional nurse which includes planning and provision of care, patient advocacy, communication, teaching, and managing human, physical, financial and technological resources. Graduates must possess the ability to recognize and respond to current trends and issues while upholding standards of care through life-long learning. The scope of practice for the Associate Degree graduate is to provide and manage care for a diverse group of individuals, families and communities in collaboration with members of the health care team consistent with the CT- CCNP core values. Core Values: Safe and Competent Practice, Holistic Care The faculty believes nursing is a dynamic profession that incorporates evidenced-based theory and skills required for safe practice. Nursing practice integrates the art and science of nursing with theoretical principles from the 7 CT-CCNP Student Learning Outcomes Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency. Integrate the principles of the natural, physical, social, biological and behavioral sciences, and nursing theory to provide holistic care to individuals, families and groups across the wellness-illness continuum. Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency.

14 Gateway Community College Mission Statement and Purpose CT-CCNP Nursing Philosophy natural, social, behavioral, biological, and physical sciences. Graduates must possess the ability to recognize and respond to current trends and issues while upholding standards of care through life-long learning. CT-CCNP Student Learning Outcomes Function in the professional role utilizing current standards of nursing practice Encourages student success and inclusion through stimulating learning opportunities, innovative teaching, support services, and cocurricular activities; Core Values: Safe and Competent Practice and Professionalism The CT-CCNP is committed to the educational preparation of safe, competent, entry level practitioners of nursing. This is accomplished through a dynamic educational experience which involves active and diverse learning processes. Core Values: Critical Thinking, Safe and Competent Practice & Caring Integrate nursing process and critical thinking skills for decision making in nursing practice. Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency. Create an environment where therapeutic interventions reflect a respect for human dignity. Supports economic development through partnerships with business, industry, government, and our community by providing workforce development, business development and technology transfer; Program graduates are prepared to assume the multi-faceted role of the professional nurse which includes planning and provision of care, patient advocacy, communication, teaching, and managing human, physical, financial and technological resources. Graduates must possess the ability to recognize and respond to Collaborate as a member of a multidisciplinary health team. Integrate effective communication skills through professional interactions with individuals, families, groups and the health care team. 8

15 Gateway Community College Mission Statement and Purpose Strengthens our community through the sponsorship of intellectual, cultural, social, and recreational events and activities; Engages students and community members as active, responsible leaders. CT-CCNP Nursing Philosophy current trends and issues while upholding standards of care through life-long learning. The scope of practice for the Associate Degree graduate is to provide and manage care for a diverse group of individuals, families and communities in collaboration with members of the health care team consistent with the CT- CCNP core values Core Values: Professionalism & Communication Core Values: Safe and Competent Practice & Communication Core Value: Professionalism CT-CCNP Student Learning Outcomes Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency. Integrate effective communication skills through professional interactions with individuals, families, groups and the health care team. Function in the professional role utilizing current standards of nursing practice 9

16 Table 1.3 Comparison of Naugatuck Valley Community College Mission and Goals, CT-CCNP Core Values and Student Learning Outcomes Mission statement: Naugatuck Valley Community College offers quality, affordable education and training in response to evolving community needs by providing opportunities to individuals and organizations to develop their potential. Naugatuck Valley Community College Goals At NVCC, students achieve their goals. NVCC faculty and staff make a difference at the college, in the community, in their fields of study and in the lives of students. NVCC programs meet and beat academic and industry standards. NVCC is an engine of change within Waterbury and the broader community. CT-CCNP Core Values Holistic Care Safe and Competent Care Critical Thinking Holistic Care Professionalism Communication Professionalism CT-CCNP Student Learning Outcomes Integrate the principles of the natural, physical, social, biological, and behavioral sciences, and nursing theory to provide holistic care to individuals, families, and groups across the wellness-illness continuum. Provide safe and competent care to individuals, families, and groups utilizing evidenced-based practice, quantitative reasoning, and technological proficiency. Integrate the nursing process as a critical thinking skill for decision making in nursing practice. Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession. Function in the professional role utilizing current standards of practice. Integrate effective communication skills through professional interactions with individuals, families, groups and the health care team. Collaborate as a member of a multidisciplinary health team. Function in the professional role utilizing current standards of nursing practice. 10

17 Naugatuck Valley Community College Goals NVCC is an effective, performance-based institution. CT-CCNP Core Values Caring CT-CCNP Student Learning Outcomes Integrate the principles of the natural, physical, social, biological, and behavioral sciences, and nursing theory to provide holistic care to individuals, families, and groups across the wellness-illness continuum. Create an environment where therapeutic interventions reflect a respect for human dignity. Communication Collaborate as a member of a multidisciplinary health team. Holistic Care Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession. Professionalism Function in the professional role utilizing current standards of nursing practice. 11

18 Table 1.4 Comparison of Northwestern Community College Mission and Goals, CT-CCNP Core Values and Student Learning Outcomes NORTH-WESTERN CC MISSION STATEMENT & PHILOSOPHY To produce educated men and women fully equipped to understand and engage the complexities of the modern world CT-CCNP PHILOSOPHY & CORE VALUES The CT-CCNP is committed to the educational preparation of safe, competent, entry-level practitioners of nursing. This is accomplished through a dynamic educational experience, which involves active and diverse learning processes. Program graduates are prepared to assume the multi-faceted role of the professional nurse which includes planning and provision of care, patient advocacy, communication, teaching, and managing human, physical, financial and technological resources. Graduates must possess the ability to recognize and respond to current trends and issues while upholding standards of care through lifelong learning. The scope of practice for the Associate Degree graduate is to provide and manage care for a diverse group of individuals, families and communities in collaboration with members of the health care team consistent with the CT-CCNP core values. Core Values: Safe & Competent Practice and Holistic Care The faculty believes nursing is a dynamic profession that incorporates evidenced-based theory and skills required for safe practice. Nursing practice integrates the art and science of nursing with theoretical CT-CCNP STUDENT LEARNING OUTCOMES Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency. Integrate the principles of the natural, physical, social, biological and behavioral sciences, and nursing theory to provide holistic care to individuals, families and groups across the wellness-illness continuum. Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency. Function in the professional role utilizing current standards of nursing practice. 12

19 NORTH-WESTERN CC MISSION STATEMENT & PHILOSOPHY To inspire learning through accessible, high quality education. To enrich lives by meeting individual and community needs in a supportive environment. CT-CCNP PHILOSOPHY & CORE VALUES principles from the natural, social, behavioral, biological, and physical sciences. Graduates must possess the ability to recognize and respond to current trends and issues while upholding standards of care through life-long learning. Core Values: Safe and Competent Practice and Professionalism. The CT-CCNP is committed to the educational preparation of safe, competent, entry-level practitioners of nursing. This is accomplished through a dynamic educational experience, which involves active and diverse learning processes. Core Values: Critical Thinking, Safe and Competent Practice & Caring Program graduates are prepared to assume the multifaceted role of the professional nurse which includes planning and provision of care, patient advocacy, communication, teaching, and managing human, physical, financial and technological resources. Graduates must possess the ability to recognize and respond to current trends and issues while upholding standards of care through life-long learning. The scope of practice for the Associate Degree graduate is to provide and manage care for a diverse group of individuals, families and communities in CT-CCNP STUDENT LEARNING OUTCOMES Integrate nursing process and critical thinking skills for decision making in nursing practice. Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency. Create an environment where therapeutic interventions reflect a respect for human dignity. Collaborate as a member of a multidisciplinary health team. Integrate effective communication skills through professional interactions with individuals, families, groups and the health care team. 13

20 NORTH-WESTERN CC MISSION STATEMENT & PHILOSOPHY To make the meaningful connection between classroom and the rest of the world which comes through a devotion to inquiry and a respect for others. To aim to produce educated men and women fully equipped to understand and engage the complexities of the modern world. CT-CCNP PHILOSOPHY & CORE VALUES collaboration with members of the health care team consistent with the CT-CCNP core values Core Values: Professionalism & Communication The scope of practice for the Associate Degree graduate is to provide and manage care for a diverse group of individuals, families and communities in collaboration with members of the health care team consistent with the CT-CCNP core values. The Associate Degree Nurse is responsible for his/her continued professional growth and development through continuing education programs and educational advancement to a higher degree level. Core Value: Caring The CT-CCNP will provide the student with the knowledge and technical skills to practice in a safe, effective and competent manner within the legal and ethical framework for an entry-level registered nurse. The CT-CCNP is committed to the educational preparation of safe, competent, entry-level practitioners of nursing. The Associate Degree Nurse is responsible for his/her continued professional growth and development through continuing education programs and educational advancement to a higher degree level. Core Values: Safe and Competent Practice & Professionalism CT-CCNP STUDENT LEARNING OUTCOMES Create an environment where therapeutic interventions reflect a respect for human dignity. Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency. Function in the professional role utilizing current standards of nursing practice. Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession. 14

21 Table 1.5 Comparison of Norwalk Community College Mission, CT-CCNP Core Values and Student Learning Outcomes Norwalk Community College Mission Statement Norwalk Community College is a leader and partner in the academic, economic and cultural life of Southwest Fairfield County, providing comprehensive, accessible, innovative and affordable learning to diverse populations. Norwalk Community College is the educational center of the community, providing opportunities for intellectual inquiry, open dialogue, multicultural awareness of life-long learning. Recognizing the diverse needs of our students, the college strives to provide an environment in which they are empowered to achieve their highest potential. CT-CCNP Core Values Holistic care Critical thinking Holistic care Student Learning Outcomes Integrate the principles of the natural, physical, social, biological, and behavioral sciences, and nursing theory to provide holistic care to individuals, families, and groups across the wellness-illness continuum. Integrate the nursing process as a critical thinking skill for decision making in nursing practice Integrate the principles of the natural, physical, social, biological, and behavioral sciences, and nursing theory to provide holistic care to individuals, families, and groups across the wellness-illness continuum. 15

22 Norwalk Community College College Goals Institutional Advancement Develop a structure within the college that makes all decision making transparent, data driven, participatory and based on a one-college approach. Identify, attract and obtain the funding and other resources needed for the College to achieve our long range goals. Student Centered Experience Create and nurture an environment which supports students in the achievement of their educational and life goals. Strong Community Partnerships Collaborate with external constituencies to establish effective working partnerships in the interest of adding value to the communities we serve as well as enhancing NCC s CT-CCNP Core Values Communication Professionalism Safe and competent practice Caring Student Learning Outcomes Integrate effective communication skills through professional interactions with individuals, families, groups and the health care team. Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession. Function in the professional role utilizing current standards of practice. Provide safe and competent care to individuals, families, and groups utilizing evidenced-based practice, quantitative reasoning, and technological proficiency Collaborate as a member of a multidisciplinary health team. Create an environment where therapeutic interventions reflect a respect for human dignity. Integrate the principles of the natural, physical, social, biological, and behavioral sciences, and nursing theory to provide holistic care to individuals, families, and groups across the wellness-illness continuum. Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession. Integrate the principles of the natural, physical, social, biological, and behavioral sciences, and nursing theory to provide holistic care to individuals, families, and groups across the wellness-illness continuum. 16

23 Norwalk Community College College Goals programmatic endeavors. Educational Excellence Create a competency based learning environment that fulfills the college s vision by providing opportunities for intellectual inquiry, open dialogue, multicultural awareness and life-long learning. CT-CCNP Core Values Student Learning Outcomes Create an environment where therapeutic interventions reflect a respect for human dignity. 17

24 Table 1.6 Comparison of Three Rivers Community College Mission Statement Foci, CT-CCNP Core Values and Student Learning Outcomes Three Rivers Community College Mission Statement Foci To offer post-secondary educational opportunities and assist students to achieve their goals. To encourage life-long learning CT-CCNP Philosophy and Core Values The CT-CCNP is committed to the educational preparation of safe, competent, entry level practitioners of nursing. This is accomplished through a dynamic educational experience which involves active and diverse learning processes Core Values: Critical Thinking, Safe and Competent Practice The faculty believes that nursing is a dynamic profession that incorporates evidence-based theory and skills required for safe practice. Graduates must possess the ability to recognize and respond to current trends and issues. Standards of care must be maintained throughout practice with a commitment to lifelong learning. Core Values: Critical Thinking, Safe and Competent Care, Professionalism Student Learning Outcomes Provides safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency Integrate the principles of the natural, physical, social biologic and behavioral sciences and nursing theory to provide holistic care to individuals families and groups across the wellness illness continuum Provides safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency 18

25 Three Rivers Community College Mission Statement Foci To provide a well-rounded and rewarding educational experience with an emphasis on critical thinking, effective communication, and the College s institutional values: Teaching and Learning, Integrity and Service, Community and Diversity CT-CCNP Philosophy and Core Values The CT-CCNP is committed to the educational preparation of safe, competent, entry level practitioners into nursing. Nursing practice integrates the art and science of nursing theory utilizing principles for the natural, social, behavioral, biological and physical sciences. Core Values: Critical Thinking,Safe and Competent Practice, Professionalism and Holistic Care Student Learning Outcomes Function in the professional role utilizing current standards of nursing practice Provides safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency To foster an appreciation of the natural and social sciences, humanities, technology and the arts Program graduates are prepared to assume the multi-faceted role of the professional nurse which includes planning and provisions of care, patient advocacy, communication, teaching, and managing human, physical, financial and technological resources Core Values: Communication, Critical Thinking, Professionalism and Safe and Competent care Integrate nursing process and critical thinking skills for decision making in nursing practice Integrate the principles of the natural, physical, social biologic and behavioral sciences and nursing theory to provide holistic care to individuals families and groups across the wellness illness continuum Integrate effective communication skills through professional interactions with individuals, families, groups and the health care team 19

26 Three Rivers Community College Mission Statement Foci To serve as a community resource for people and institutions within its service area that helps students achieve their goals. To deliver its services efficiently and measurably and encourage life-long learning. CT-CCNP Philosophy and Core Values Graduates are prepared to assume the role of the professional nurse inclusive of provisions for patient care, patient advocacy, communication, teaching and managing human, physical, financial and technology resources. The scope of practice for the Associate Degree graduate is to provide managed care for a diverse group of individuals, families and communities in collaboration with members of the health care team consistent with the CT- CCNP core values Core Values: Caring, Professionalism, Holistic Care, Communication The CT-CCNP will provide the students with the knowledge and technical skills to practice in a safe, effective and competent manner within the legal and ethical framework for an entrylevel registered nurse Core Values: Critical Thinking, Safe and Competent Care, Professionalism Student Learning Outcomes Integrate nursing process and critical thinking skills for decision making in nursing practice Provides safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency Create an environment where therapeutic interventions reflect a respect for human dignity Provides safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency Function in the professional role utilizing current standards for nursing practice Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession 20

27 Three Rivers Community College Mission Statement Foci To contribute to the economic development of this region and the state CT-CCNP Philosophy and Core Values Graduates must possess the ability to recognize current trends and issues while upholding standards of care through life-long learning Core Values: Professionalism, Caring, Critical Thinking, Communication Student Learning Outcomes Collaborate as a member of a multidiscipline team Function in the professional role utilizing current standards for nursing practice 21

28 CRITERION 2 The educational outcomes of the nursing program are consistent with the philosophy and describe the competencies of the graduate and provide the framework for the development, implementation, and periodic evaluation of the program. [Regulations, Section (c)(3)(4)] (c) Philosophy and educational outcomes of the nursing education program shall: (3) Describe the competencies of the graduate; and (4) Provide the framework for the development, implementation and periodic evaluation of the program. The educational outcomes (student learning outcomes) of the CT-CCNP are consistent with the CT-CCNP philosophy and core values. The curriculum flows directly from the CT- CCNP nursing philosophy and utilizes six core values as its organizing framework. The core values and associated sub-concepts reflect the professional competencies expected of the Associate Degree graduate nurse in today s health care environment. These core values and student learning outcomes provide the framework for the nursing course objectives and ultimately the learning activities. Table 2.1 illustrates the relationship between the CT-CCNP philosophy and core values, the student learning outcomes, and the program outcomes. Table 2.2 outlines the relationship between student learning outcomes, core values, course objectives, course content and learning activities and evaluation methods. Evaluation of the student learning outcomes and program outcomes (i.e. graduation rate, NCLEX performance, and program satisfaction rates) is ongoing at the college and system levels. Examples of assessment methods include course, program and clinical site evaluations by students, curriculum review and clinical site evaluation by faculty, and graduate and employer surveys. 22

29 Table 2.1 Relationship of CT-CCNP Nursing Program Philosophy, Student Learning Outcomes and Program Outcomes CT-CCNP Nursing Program Philosophy Statements Committed to the educational preparation of safe, competent, entry level practitioners of nursing. Core Values: Safe and Competent Practice, Holistic Care To provide a dynamic educational experience that involves active and diverse learning processes. Core Values: Critical Thinking Safe and Competent Practice To prepare students to assume the multi-faceted role of the professional nurse, which includes: planning and provision of care, patient advocacy, communication, teaching, and managing human, physical, financial and technological resources. Core Values: Caring, Professionalism, Holistic Care, Communication, Critical Thinking To possess the ability to recognize and respond to current trends and issues while upholding standards of care through life-long learning. Core Values: Professionalism Safe and Competent Practice Student Learning Outcomes Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency. Collaborate as a member of a multidisciplinary health team. Integrate the principles of the natural, physical, social, biological and behavioral sciences, and nursing theory to provide holistic care to individuals, families and groups across the wellnessillness continuum. Integrate nursing process and critical thinking skills for decision making in nursing practice. Integrate effective communication skills through professional interactions with individuals, families, groups and the health care team. Create an environment where therapeutic interventions reflect a respect for human dignity. Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession. Collaborate as a member of a multidisciplinary health team. Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession. Program Outcomes Program Completion Performance on Licensure Exam Program Satisfaction Performance on Licensure Exam Program Completion Job Placement Performance on Licensure Exam Program Satisfaction 23

30 CT-CCNP Nursing Program Philosophy Statements Nursing is a dynamic profession that incorporates evidence-based theory and skills required for safe practice. Core Values: Critical Thinking Safe and Competent Practice Nursing Practice integrates the art and science of nursing with theoretical principles from the natural, social, behavioral, biological and physical sciences. Core Values: Professionalism, Holistic Care Student Learning Outcomes Integrate the principles of the natural, physical, social, biological and behavioral sciences, and nursing theory to provide holistic care to individuals, families and groups across the wellnessillness continuum. Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency. Integrate the principles of the natural, physical, social, biological and behavioral sciences, and nursing theory to provide holistic care to individuals, families and groups across the wellnessillness continuum. Create an environment where therapeutic interventions reflect a respect for human dignity. Program Outcomes Program Satisfaction Performance on Licensure Exam Job Placement Program Satisfaction Program Completion Performance on Licensure Exam 24

31 Table 2.2 Relationship of Student Learning Outcomes, Core Values, Course Objectives, Learning Activities and Evaluation Methods Program Student Learning Outcomes Core Values and Sub-Concepts Examples of Course Objectives/ Student Learning Outcomes Examples of Content and Learning Activities Examples of Evaluation Methods Integrate the principles of the natural, physical, social, biological and behavioral sciences, and nursing theory to provide holistic care to individuals, families and groups across the wellness-illness continuum. Core Value: Holistic Care Sub-concepts: Life Span Wellness-Illness Health Promotion, Maintenance, Restoration, Prevention Spirituality Community Inter-disciplinary Nursing 101: Identify principles of holism in providing basic nursing care to selected individuals. Nursing 102: Apply principles of holism in providing nursing care for individuals and/or families from diverse cultures across the lifespan. Nursing 103: Integrate pharmacological principles as they relate to holistic and clinical medication application when caring for a patient with obstetrical, geriatric, pediatric, psychiatric, perioperative, gynecological, genitourinary, and orthopedic conditions. Nursing 201: Implement principles of holistic care for individuals, families and groups from diverse cultures across the wellness-illness continuum. Nursing 202: Integrate pharmacological principles as they relate to holistic and clinical medication application when caring for a patient with endocrine, gastrointestinal, respiratory, cardiovascular, autoimmune, and psychiatric conditions and survivors of bioterrorism. Cultural diversity-perform a cultural assessment Develop nursing care plan for childbearing family End-of-life, clinical day, and hemorrhage simulation Teaching & Learning related to medications that affect uterine functioning- Discussion Board Evidence based theory related to diabetes mellitus - care of patient with Diabetes Teaching & Learning related to prototype medications for Cardiovascular Disease- Case Study High Fidelity neurological assessment simulation Cultural assessment quiz Evaluation of Clinical Experience Workbooks Debriefing & Reflection Formative and summative clinical evaluations Participation in discussion of case study Debriefing & Reflection 25

32 Program Student Learning Outcomes Core Values and Sub-Concepts Examples of Course Objectives/ Student Learning Outcomes Examples of Content and Learning Activities Examples of Evaluation Methods Nursing 203: Integrate the principles of holism and nursing theory in providing care to individuals, families and groups with complex health needs. Nursing 204: Integrate pharmacological principles at they relate to holistic and clinical medication application when caring for a patient with psychiatric, renal, oncology, neurological, multisystem organ conditions, and trauma. Mass casualty simulation Integration of The Village case studies to explore impact of poly pharmacy. Interactive Population Health Case Studies Skills Performance Assessment Debriefing & Reflection Interactive On line Discussion Integrate nursing process and critical thinking skills for decision making in nursing practice. Core Value: Critical Thinking Sub-concepts: Nursing Process Nursing 205: Analyze the principles of nursing theory in managing and coordinating holistic care for individuals, families, and groups of patients across the wellness-illness continuum. Nursing 101: Utilize the nursing process (NP) in planning care for individuals with basic health care needs. Nursing 102: Demonstrate application of the nursing process when providing nursing care to individuals and/or families across the lifespan. Critical thinking and nursing process- Utilize 3 case studies to identify aspects of NP Nursing Process (NP) applied to families who have given birth Debriefing & Reflection Interactive discussion of the case studies Evaluation of teaching plan Nursing 103: Apply the nursing process to drug theory as it relates to patients with obstetrical, geriatric, pediatric, psychiatric, peri-operative, gynecological, genitourinary, and orthopedic conditions. Nursing 201: Analyze multiple variables when implementing the nursing process in the care of individuals, families, and groups from diverse populations across the wellness-illness continuum. High Fidelity Simulation: Postpartum hemorrhage Anti-Infective Medications- Develop a teaching plan for patient during the perioperative period Administration of insulin utilizing the sliding scale- Debriefing & Reflection Skills demonstratio n Unit Examination 26

33 Program Student Learning Outcomes Core Values and Sub-Concepts Examples of Course Objectives/ Student Learning Outcomes Examples of Content and Learning Activities Examples of Evaluation Methods Nursing 202: Apply the nursing process to drug theory as it relates to patients with endocrine, gastrointestinal, respiratory, cardiovascular, autoimmune, and psychiatric conditions and survivors of bioterrorism. Nursing 203: Integrate nursing interventions by utilizing the nursing process in providing care to groups of patients with complex health problems across the life-span. Skills lab insulin administration Interactive lesson on the pharmacological management of respiratory conditions- Crisis Theory- Interactive Case Study Interactive Discussion of case study Examination Participation in discussion Nursing 204: Apply the nursing process to drug theory as it relates to patients with psychiatric, renal, oncology, neurological, multisystem organ conditions and trauma. Nursing 205: Evaluate the delegation process in providing safe and competent care to individuals, families, and groups utilizing evidence-based practice and outcomes. Development of a medication teaching plan for a patient focusing on poly pharmacy Delegation of care case studies using the NCSBN Decision Tree as a framework Peer sharing & evaluation Formative and summative clinical evaluations Debriefing & Reflection Provide safe and competent care to individuals, families and groups utilizing evidenced-based practice, quantitative reasoning and technological proficiency. Core Value: Safe and Competent Care Sub-concepts: Evidence-Based Practice Nursing 101: Demonstrate safe use of scientific and quantitative principles and technology in providing basic nursing care to individuals. Nursing 102: Administer safe and competent care to individuals and/or families using evidence- based practice, quantitative reasoning, and technological competence. Medication Administration- Practice IM & SQ injections on simulator Antepartum Period- Antepartal clinical experience Peer Mentoring/ Skills validation Written assignment post experience 27

34 Program Student Learning Outcomes Core Values and Sub-Concepts Examples of Course Objectives/ Student Learning Outcomes Examples of Content and Learning Activities Examples of Evaluation Methods Technological Competency Application of Theory to Practice Nursing 103: Describe safe and competent medication administration as it relates to patients with obstetrical, pediatric, geriatric, psychiatric, peri- operative, gynecological, genitourinary, and orthopedic conditions. Nursing 201: Integrate evidence-based practice, quantitative reasoning and technology in providing competent care to individuals, families, and groups with intermediate health problems. Nursing 202: Describe safe and competent medication administration as it relates to patients with endocrine, gastrointestinal, respiratory, cardiovascular, autoimmune, and psychiatric conditions and survivors of bioterrorism. Nursing 203: Provide safe and competent care to groups of patients with complex health problems using evidence-based practice, quantitative reasoning and technology. Interactive lesson and assigned readings on pharmacological management of hypovolemic shock Prevention and detection of colon cancer- GI observational experience Crohn s disease and Ulcerative Colitis- Study guide questions Compare and contrast common modalities used to treat cancer- develop discharge teaching plan Formative and summative clinical evaluations Course exam Completion of written assignment Completion of a patient discharge plan Nursing 204: Describe safe and competent medication administration as it relates to patients with psychiatric, renal, oncology, neurological, multisystem organ conditions, and trauma. Develop a holistic medication plan of care for a patient with multiple health problems Debriefing & Reflection Nursing 205: Evaluate the delegation process in providing safe and competent care to individuals, families, and groups utilizing evidence-based practice and outcomes. Interactive discussion of the patient outcomes as a result of delegation of care in simulated clinical scenarios Clinical assignment teaching plan Debriefing & Reflection 28

35 Program Student Learning Outcomes Core Values and Sub-Concepts Examples of Course Objectives/ Student Learning Outcomes Examples of Content and Learning Activities Examples of Evaluation Methods Integrate effective communication skills through professional interactions with individuals, families, groups and the health care team. Core Value: Communication Sub-concepts: Teaching-Learning Information Technology Documentation Therapeutic Communications Nursing 101: Use basic communication in nurse-patient interactions. Nursing 102: Demonstrate effective communication when interacting with individuals, families, and members of the health care team. Nursing 103: Develop a comprehensive pharmacological teaching plan for patients with obstetrical, pediatric, geriatric, psychiatric, peri- operative, gynecological, genitourinary, and /or orthopedic conditions. Nursing 201: Utilize therapeutic communication techniques in providing care to individuals, families, and groups with intermediate health problems. Nursing 202: Develop a comprehensive pharmacological teaching plan for patients with endocrine, gastrointestinal, respiratory, cardiovascular, autoimmune, psychiatric and/or survivors bioterrorism conditions. Nursing 203: Evaluate the therapeutic communication techniques used in nurse-patient interactions. The communication process- Classroom exercise on nonverbal communication Use of simulated and Live Electronic Health Records Therapeutic communications with multigenerational members of the family/assigned patient. Implementation of a patient teaching plan for effective pain management in collaboration with the patient Lab: Patient and family education with psychiatric disorder- Care for a patient in psychiatric setting Hearing voices simulation Bronchodilators- prepare interprofessional medication guidelines Develop a teaching patient with a patient with a communication impairment Classroom exercise to identify nonverbal messages Clinical evaluation - communicati on skills Course examination Process recording Evaluation of medication administratio n records Evaluation of teaching plan Evaluation of change of shift report/patient handoffs 29

36 Program Student Learning Outcomes Core Values and Sub-Concepts Examples of Course Objectives/ Student Learning Outcomes Examples of Content and Learning Activities Examples of Evaluation Methods Nursing 204: Develop a comprehensive pharmacological teaching plan for patients with psychiatric, renal, oncology, neurological, multisystem organ conditions, and/or trauma. Effective communication in the workplace- change of shift report. Debriefing & Reflection Nursing 205: Integrate effective communication skills through professional interactions with colleagues and the multidisciplinary health care team. Analysis of patient handoffs utilizing SBAR approach through interactive discussion Second step players performance (Community advocate for Mental Healththeater group) Create an environment where therapeutic interventions reflect a respect for human dignity. Core Value: Caring Sub-concepts: Cultural competency Empathy Diversity Nursing 101: Utilize therapeutic interventions that consider the unique rights of individuals. Nursing 102: Foster a caring environment by demonstrating respect for individuals and/or families across the life span. Nursing 103: Interpret cultural and individual awareness when tailoring drug therapy to patients with obstetrical, pediatric, geriatric, psychiatric, peri-operative, gynecological, genitourinary, and orthopedic conditions. Skin Integrity and wound care- review updated treatments and dressing types for specific wound problems Violence: spousal abuse, elder abuse, child abuse, sexual assault-watch film The Accused Vaccinations across the lifespan- assigned readings Skills Laboratory practicewound care Classroom discussion Participation in discussion board Advocacy Nursing 201: Integrate respect for human dignity through therapeutic relationships with individuals, families, and colleagues. Determine the role of the family/significant others in the rehabilitation phase of treatment for COPD- Case study: Family coping with COPD Unit examination Evaluation of teaching plan 30

37 Program Student Learning Outcomes Core Values and Sub-Concepts Examples of Course Objectives/ Student Learning Outcomes Examples of Content and Learning Activities Examples of Evaluation Methods Nursing 202: Interpret cultural and individual awareness when tailoring drug therapy to patients with endocrine, gastrointestinal, respiratory, cardiovascular, autoimmune, and psychiatric conditions and survivors of bioterrorism. Integration of cultural and individual differences related to pharmacology- Develop a teaching plan Post-clinical discussion Nursing 203: Collaborate with members of the health care team to establish a culturally competent environment that promotes caring behavior. Nursing 204: Interpret cultural and individual awareness when tailoring drug therapy to patients with psychiatric, renal, oncology, neurological, multisystem organ conditions, and trauma. Nursing 205: Create an environment where professional interactions reflect a respect for human dignity. Nursing practice that enhances dignity & integrity of patients- post-clinical conference discussion Communication with colleagues- attend a multidisciplinary team meeting Formative and summative clinical evaluations Written assignment Collaborate as a member of a multidisciplinary health team. Core Value: Professionalism Sub-concepts: Role Development Political Awareness Collegiality Nursing 101: Identify the roles of various members of the health care team. Nursing 102: Demonstrate a basic ability to function as a member of the health care team. Nursing 103: Differentiate the roles of the multidisciplinary health team members when implementing a pharmacological plan of care for patients with obstetrical, pediatric, geriatric, psychiatric, peri-operative, gynecological, genitourinary, and orthopedic conditions Nursing 201: Function effectively as a member of the health care team. Planning collaborative care plans- Introduce students to interprofessional care plans in clinical Intraoperative Nursingsurgical team- OR observational experience Role of the interdisciplinary team- interactive case study Care of patients with disturbances in a variety of body systems- Provide care for a patient with Evaluation of care plan Debriefing & Reflection assignment on clinical experience Participation in discussion board Clinical evaluation 31

38 Program Student Learning Outcomes Core Values and Sub-Concepts Examples of Course Objectives/ Student Learning Outcomes Examples of Content and Learning Activities Examples of Evaluation Methods intermediate health problems Nursing 202: Differentiate the roles of the multidisciplinary health team members when implementing a pharmacological plan of care for patients with endocrine, gastrointestinal, respiratory, cardiovascular, autoimmune, and psychiatric conditions and survivors of bioterrorism. Nursing 203: Collaborate with members of the health care team in a variety of settings Nursing 204: Differentiate the roles of the multidisciplinary health team members when implementing a pharmacological plan of care for patients with psychiatric, renal, oncology, neurological, multisystem organ conditions, and trauma. Examine/analyze the role of interprofessional team in the management of patients with psychiatric disorders Develop medication administration sheets Patient advocacy- attend a multidisciplinary team meeting Participate in unit Huddles and Case management meetings in clinical settings Evaluation of medication administratio n sheets Formative and summative clinical evaluations Written assignments Integrate accountability and responsibility for practice within the legal and ethical standards of the nursing profession. Core Value: Professionalism Sub-concepts: Legal-Ethical Integrity Nursing 205: Collaborate as a member of the profession of nursing. Nursing 101: Demonstrate basic legal and ethical practice standards when providing care to selected individuals. Nursing 102: Exhibit accountability and responsibility when providing nursing care to the individuals and families across the lifespan. Nursing 103: Analyze the legal-ethical implications of medication administration related to patients with obstetrical, Leadership Theories- Identify and describe the qualities of an effective nurse manager Standards of care- group activity using media articles Provision of safe, holistic, culturally competent care to geriatric patient- LTC clinical rotation Legal and ethical issues of pharmacology- case study Unit examination Formative and summative clinical evaluations Participation in online 32

39 Program Student Learning Outcomes Core Values and Sub-Concepts Examples of Course Objectives/ Student Learning Outcomes Examples of Content and Learning Activities Examples of Evaluation Methods Function in the professional role utilizing current standards of nursing practice. Confidentiality Core Value: Professionalism Sub-concepts: Life-Long Learning pediatric, geriatric, psychiatric, peri-operative, gynecological, genitourinary, and orthopedic conditions. Nursing 201: Implement legal and ethical practice standards in providing care to individuals, families and groups with intermediate health problems in diverse health care settings. Nursing 202: Analyze the legal-ethical implications of medication administration related to patients with endocrine, gastrointestinal, respiratory, cardiovascular, autoimmune, and psychiatric conditions and survivors of bioterrorism. Nursing 203: Implement strategies to provide accountable and responsible care within the legal-ethical standards of the nursing profession. Nursing 204: Analyze the legal-ethical implications of medication administration related to patients with psychiatric, renal, oncology, neurological, multisystem organ conditions and trauma. Nursing 205: Explore the legal and ethical implications of membership in the profession of nursing. Nursing 101: Exhibit growth in personal and professional roles in nursing. Nursing 102: Assume responsibility for personal growth and professional role development. Nursing 103: Examine the professional role of the nurse in medication administration for patients with obstetrical, pediatric, Legal and ethical issues- Learning activity-utilizing QSEN resources Viral terrorism- interactive learning activity Analysis of the Bill of Rights for Psychiatric patients: Care of patient in a clinic setting Nursing Practice Regulation- attend a CT State Board of Examiners for Nursing meeting Attend CT Nurses Association Legislative Day Health Care Disparities interactive learning assignment Drug regulations and standards- medication administration at clinical site Professionalism- role development- case study Role of the nurse in pharmacology discussion boards Clinical postconference activity Evaluation of medication administratio n sheets Process recording Debriefing & Reflection Written assignment of experience Formative and summative clinical evaluation of medication administratio n 33

40 Program Student Learning Outcomes Core Values and Sub-Concepts Examples of Course Objectives/ Student Learning Outcomes Examples of Content and Learning Activities Examples of Evaluation Methods Role Development Political Awareness child/adolescence psychiatric, pre-post operative, gynecological, genitourinary, or orthopedic conditions. Nursing 201: Evaluate the professional nursing roles within the health care delivery system. Nursing 202: Examine the professional role of the nurse in medication administration for patients with endocrine, gastrointestinal, respiratory, cardiovascular, autoimmune, and psychiatric disorders and victims of bioterrorism. Nursing 203: Support the advancement of nursing practice through life-long learning and political awareness Nursing 204: Examine the professional role of the nurse in medication administration for patients with personality, renal, oncology, neurological, multisystem organ disorders, and trauma Nursing 205: Evaluate the trends and issues affecting the profession and the role of the nurse. Evidence based practice related to Bioterrorism Overview of pharmacological principles as they relate to treatment of survivors of bioterrorism Evidence based practice related to bioterrorism- High Fidelity Simulation Anthrax Attend CT Nurses Association Legislative Day Societal, political and economic climate in the health care system- case study- nursing unit budget Participation in discussion board Clinical postconference activity: Debriefing & Reflection Unit examination High Fidelity Simulation debriefing & reflection Reflective journal Written assignments 34

41 CRITERION 3 The nursing program administrator meets the requirements stated in the regulations. [Regulations, Section (a)(b)(1)] Nursing faculty (a) The faculty and administrator must maintain an active R.N. licensure in Connecticut. (b) Faculty Education and Experience (1) Except as provided in subsection (c) of this section, the administrator of the program shall be a registered nurse and shall have an earned advanced degree in nursing, teaching experience in a program in nursing, and administrative experience. Nursing program division directors are in place at all colleges offering the CT-CCNP and fulfill the role of nursing program administrator. Each director meets all requirements as stated in the regulations; all possess a minimum of a Master s degree in nursing and the requisite clinical and teaching experience; all have been approved by the SBEN at the time of their appointment. Table 3.1 outlines the qualifications of the CT-CCNP nurse administrators. In addition to the requirements stated in the regulations, the requirements of the Connecticut Community College position description for Academic Division Director must also be met. The Connecticut Community College position descriptions reflecting the role and responsibilities of the nursing directors are presented in Appendix B and are further elaborated upon in Criterion 4. Resumes/CVs for all Nursing Directors are provided in Appendix C. 35

42 Table 3.1 Outline of Nursing Administrators Qualifications Institution Capital Community College Gateway Community College Nursing Administrator License Number Degrees and Certifications Earned Cynthia Adams CT 10.R45027 BA in Nursing Simmons College MSN Boston College Ed.D.-.- University of Hartford Sheila Solernou CT 10.R44357 BSN Mount Saint Mary College MSN University of Hartford Administrative Background Staff Development Coordinator Director of Community Health Education Wellbeing Program Coordinator Director of Division of Nursing for fifteen plus years Capital Community College Nurse Manager- Telemetry Unit Education Coordinator Program Manager- New England Technical Institute Academic Division Director Allied Health & Nursing Education Experience Nursing Faculty Capital Community College Director of Division of Nursing since 2000 Capital Community College Adjunct Faculty- Continuing Education Division Naugatuck Valley Community College Adjunct Faculty Quinnipiac University Nursing Faculty & Program Manager New England Technical Institute Academic Division Director Allied Health & Nursing - Gateway Community College 36

43 Institution Naugatuck Valley Community College Northwestern Connecticut Community College Nursing Administrator License Number Degrees and Certifications Earned Eileen George CT 10.E48373 AS-Mattatuck Valley Community College BSN Central Connecticut State University MSN Southern Connecticut State University DNP-Chatham University Constance Hotchkiss CT-10.E51645 BSN University of Connecticut MSN University of Hartford Administrative Background Course Leader for the NUR 201 Course Co-Chair Elect CT- CCNP Program Committee Chair numerous Search Committees Evening/Weekend Administrator NVCC Academic Division Director, Allied Health, Nursing, and Physical Education Clinical Coordinator, Maternal Child Health Services, The Charlotte Hungerford Hospital, Torrington, CT. Clinical Manager, Maternal Child Health Services, The Charlotte Hungerford Hospital, Torrington, CT Academic Division Director, Nursing, Allied Health & Veterinary Technology, Northwestern Connecticut Community College Education Experience Clinical Instructor, NVCC Professor of Nursing Naugatuck Valley Community College (17 years) Acting and current Academic Division Director, Allied Health, Nursing, and Physical Education Clinical Educator, OB & Pediatrics, Center for Professional Development & Education, The Charlotte Hungerford Hospital, Torrington, CT. Adjunct Faculty, Northwestern CT Community College Academic Division Director, Nursing, Allied Health & Veterinary Technology, Northwestern Connecticut Community College 37

44 Institution Norwalk Community College Nursing Administrator License Number Degrees and Certifications Earned Kathleen Fries R42761 BSN Seton Hall University MSN Sacred Heart University PhD UCONN Certified Childbirth Educator Administrative Background Charge Nurse Norwalk Hospital Director UG BSN at Sacred Heart University Education Experience Childbirth Educator at Norwalk Hospital Full Time Faculty at Sacred Heart University as Assistant Professor Director of Nursing and Allied Health Programs at NCC Three Rivers Community College Certified Nurse Educator Edith Ouellet CT E5011 Diploma Saint Francis Hospital School of Nursing BSN CCSU MSN University of Hartford, CT Charge Nurse -- The University of Connecticut Health Center (NNICU) Assistant Nurse Manager The University of Connecticut Health Center (NNICU) Course Leader Three Rivers Community College Interim Director of Nursing and Allied Health Three Rivers Community College Full Time Faculty Three Rivers Community College Clinical Instructor Three Rivers Community College Clinical Instructor University of Connecticut School of Nursing Associate Professor of Nursing Three Rivers Community College Interim Director of Nursing and Allied 38

45 Institution Nursing Administrator License Number Degrees and Certifications Earned Administrative Background Director of Nursing and Allied Health Three Rivers Community College Education Experience Health Three Rivers Community College Director of Nursing and Allied Health Three Rivers Community College 39

46 CRITERION 4 The nursing program shall have its own administrator who reports directly or indirectly to the controlling body of the parent institution and has the requisite authority and responsibility for the nursing program. The workload of the administrator reflects the administrative responsibilities. [Regulations, Section (a)(1)] (a) School organization (1) The authority of and administrative responsibility for the nursing education program shall be vested in the program administrator, who is responsible to the controlling body of the program either directly or indirectly through administrative channels. Each nursing education program shall have its own administrator. Each of the six nursing education programs has its own administrator who reports directly to the Academic Dean of the controlling institution. At Capital Community College, the Academic Division Director of Nursing has administrative responsibility and requisite authority and responsibility for the associate degree nursing program. At Gateway (GCC), Norwalk (NCC) and Three Rivers (TRCC) Community Colleges, the Academic Division Director of Nursing and Allied Health has administrative responsibility for the nursing and allied health programs offered at the colleges. At Naugatuck Valley (NVCC), the Director of Allied Health, Nursing, and Physical Education, is responsible for the Nursing, Allied Health and Physical Educational programs. At Northwestern Connecticut Community College (NCCC), the Director of Nursing, Allied Health & Veterinary Technology, is responsible for the Nursing, Allied Health, and Veterinary Technology programs. All individuals hired into the Connecticut Community College system are placed into a job category based upon their roles and responsibilities. All nursing directors are considered as an ACL category, which indicates administrator, counselor or librarian. There are 22 levels in the ACL category. The Director at Gateway was hired as an Academic Division Director (CCCP 21) but was realigned as an Academic Division Director (CCCP 22) in January 2013 when she assumed responsibility for the allied health programs at the college, in addition to the nursing 40

47 program. The other Division Directors were hired as Director of Nursing and Allied Health (CCCP 22), which indicate authority for nursing and allied health. As roles become vacant in the future, hiring level (CCCP 21 or CCCP 22) will be dependent on programmatic responsibility and scope of role. The Academic Division Director at Northwestern was initially hired as a CCCP 21 with responsibility and authority for the nursing program only but has since been changed to a CCCP-22 with the additional responsibility for the Allied Health and Veterinary Technology programs. The position descriptions for CCCP 21 and CCCP 22 are located in Appendix B. At all colleges the nursing program administrator reports directly to the Academic Dean who reports directly to the College President indicating that the administrator of the program reports in a direct line to the controlling body of the institution. See Organizational Charts Appendix D. The Academic Division Director of Nursing and the Academic Division Director, Nursing and Allied Health, job descriptions provide detail on the administrator s role in program development, implementation, and evaluation. In addition, the job descriptions indicate that the nursing program administrator has authority and responsibility, in conjunction with the management team at each institution, for resource allocation, budget, staffing, and personnel decisions. The essential functional areas described in both job descriptions include: Program and curriculum design and development; Faculty selection and professional development; Instructional quality; Budget and fiscal management; Administration and resource management; 41

48 Program evaluation and assessment; Community relations; Student relations. Each nursing administrator follows the employment, staffing and personnel policies and procedures of the Connecticut State Colleges and Universities System and in addition follows the policies and procedures of their respective colleges. The Division Directors work collaboratively with the Academic Dean and the Director of Human Resources to ensure that the policies and procedures outlined by the CCC system, collective bargaining agreements and college policies and procedures are followed. The Directors follow policies for hiring, staffing, and personnel decisions listed on the Connecticut State Colleges and Universities (CSCU) website ( In addition, the directors follow the policies of the collective bargaining agreements and the Connecticut Community College Evaluation Process in evaluating faculty. All of these policies and procedures are publically accessible under the faculty and staff resources page of each Connecticut Community College website. These websites provide information for employees concerning: academic departments, administrative offices, college policies, employee benefits, employment information and schedules, employment opportunities, Outlook Web Mail Access, technology services and resources, training opportunities. The Academic Division Directors follow the budget and fiscal policies and procedures of the State Colleges and Universities system and the policies and procedures of their respective institutions. The Division Directors work collaboratively with the Academic Dean, the Dean of Administration and the Director of Fiscal and Administrative Services to ensure that the policies and procedures outlined by the CSCU system, collective bargaining agreements and college 42

49 policies and procedures are followed. Academic Division Directors have access to information related to system wide policies and procedures for resource allocation and budget through their local Deans of Administration. Each college has a plan for budget requests and budget development that the nursing administrators follow. The fiscal year is July 1 through June 30 of each year. The CT-CCNP bylaws (see Appendix E) describe the processes in place to ensure that overall program development and evaluation at the system level is comprehensive and represents the input of all college faculty, leadership and admissions professionals. CT-CCNP Bylaws committee actions and initiatives are reflected in meeting minutes and related activities. Each nurse administrator is responsible for ensuring there is a process for the implementation, program development, and evaluation of the CT-CCNP curriculum at his/her respective college. This process allows for nursing program implementation, development and evaluation based upon community and programmatic needs. According to the Academic Division Director s job description, the nurse administrator performs and/or directs the design and development of curricula, courses, syllabi and specifications for textbooks, materials, laboratory and technical resources; and develops and defines the learning outcomes which are necessary to measure the instructional, accreditation and licensing requirements of the Division s academic programs. Program development and evaluation processes are documented in minutes at each college. The nurse administrator of each college nursing program is responsible to ensure that process is comprehensive and inclusive and follows college policy and procedure. The process of curriculum and program development and evaluation varies at each college based upon the size of the program, number of faculty, and college specific committee structures. 43

50 The role of the program administrator at each college varies somewhat in accordance with many variables such as program size, college organization, college/community culture and student demographics. The uniqueness of each college within the twelve college system is acknowledged and appreciated as a reflection of the community it serves. The degree of responsibilities involved with the administration of the nursing and allied health programs is directly proportional to the level of additional administrative support in place at each of these colleges. Tables 4.1 and 4.2 outline the roles and authority of each administrator at the respective community college. 44

51 Table 4.1 College Specific Position Summary of CT-CCNP Administrators College Administrator Position Title Appointment Areas of Responsibility % Time Spent with Nursing Reports To: Administrative Duties per Job Description Capital Community College Gateway Community College Cynthia Adams, R.N., EdD. Sheila Solernou, R.N., M.S.N. Academic Division Director of Nursing Academic Division Director of Allied Health & Nursing 12 Month Full Time 12 Month Full Time Nursing 100% Academic Dean Program and curriculum design and development; Faculty selection and professional development; Instructional quality; Budget and fiscal management; Administration and resource management; Program evaluation and assessment; Community relations; Student relations. Nursing Dental Hygiene Diagnostic Medical Sonography Exercise Science and Wellness 50% Academic Dean For all programs: Program and curriculum design and development; Faculty selection and professional development; Instructional quality; Budget and fiscal management; Administration and resource management; Program evaluation and assessment; Community relations; Student relations. Nuclear Medicine 45

52 College Administrator Position Title Appointment Areas of Responsibility % Time Spent with Nursing Reports To: Administrative Duties per Job Description Nutrition and Dietetics Radiation Therapy Radiography Suzanne Conlon, RN, MSN Professor & Academic Chairperson, Nursing Full-time Nursing 100% Division Director of Allied Health & Nursing Program Development and Communication; Staffing; Full time and Clinical Faculty Development; Problem Resolution; Student Advisement; Community/ Clinical Affiliate Liaison Julie Mangini Professor and Academic Coordinator, Diagnostic Imaging Programs Full-time Diagnostic Medical Sonography Nuclear Medicine 100% Division Director of Allied Health & Nursing Program Development and Communication; Staffing; Full time and Clinical Faculty Development; Problem Resolution; Student Advisement; Community/ Clinical Affiliate Liaison Radiation Therapy Radiography 46

53 College Administrator Position Title Appointment Areas of Responsibility % Time Spent with Nursing Reports To: Administrative Duties per Job Description Naugatuck Valley Community College Eileen George, R.N., M.S.N. D.N.P. Academic Division Director of Allied Health, Nursing, and Physical Therapy 12 Month Full Time Nursing Respiratory Care Radiologic Technology Physical Therapist Assistant Physical Education 70% Academic Dean Program and curriculum design and development; orientation and professional development of full-time faculty; Part-time faculty selection and professional development; Instructional quality; Budget and fiscal management; Administration and resource management; Program evaluation and assessment; Community relations; Student relations Mary Sullivan, R.N., M.S.N. Clinical Chair Nursing Part Time (17 hours per week each academic semester) Nursing 100% Academic Division Director of Allied Health, Nursing, and Physical Education For Nursing program: Clinical practicum administration; Clinical faculty development. Northwestern Connecticut Community College Constance Hotchkiss, RN, MSN Academic Division Director Nursing, Allied Health & Veterinary Technology 12 Months Full Time Nursing, Allied Health, Veterinary Technology 75% Dean of Academic and Student Affairs Program and curriculum design and development; Faculty selection and professional development; Instructional quality; Budget and fiscal management; Administration and resource management; 47

54 College Administrator Position Title Appointment Areas of Responsibility % Time Spent with Nursing Reports To: Administrative Duties per Job Description Norwalk Community College Kathleen S. Fries, PhD., RN,CNE. Academic Division Director Nursing and Allied Health 12 Month Full Time Nursing Respiratory Care Medical Office Management Medical Assistant Program evaluation and assessment; Community relations; Student relations. 50% Academic Dean For All Programs: Program and curriculum design and development; Faculty selection and professional development; Instructional quality; Budget and fiscal management; Administration and resource management; Program evaluation and assessment; Community relations; Student relations Health Office Information Allied Health Certificate Non Credit Allied Health Programs: 48

55 College Administrator Position Title Appointment Areas of Responsibility % Time Spent with Nursing Reports To: Administrative Duties per Job Description Certified Nursing Assistant Patient Care Technician EKG Technology Phlebotomy Norwalk Community College Judy Mocciola Nursing Department Chair Full Time, 10 month Nursing 100% Academic Division Director Nursing and Allied Health Participates in the development and monitoring of the nursing budget. Participates in the hiring of Part time clinical and laboratory educational assistants Clinical Faculty Development Evaluates the full and part time faculty according to CCC policy and procedure. Chairperson of 49

56 College Administrator Position Title Appointment Areas of Responsibility % Time Spent with Nursing Reports To: Administrative Duties per Job Description Nursing Program (Curriculum) Committee; Member of Nursing Division Meeting; Member of all course teams. Three Rivers Community College Edith Ouellet, M.S.N, R.N. Academic Division Director of Nursing and Allied Health 12 Month Full Time Nursing & Allied Health 100% Academic Dean Program and curriculum design and development; Faculty selection and professional development; Instructional quality; Budget and fiscal management; Administration and resource management; Program evaluation and assessment; Community relations; Student relations 50

57 Table 4.2 College Specific Authority and Responsibility Summary for CT-CCNPCCNP Administrators College Administrator Parity with other Departments Resource Allocation/Budget Staffing/Personnel Issues Program Development/Evaluation Capital Community College Cynthia Adams, R.N., EdD The Academic Division has one Director and five Chairs. The Director is a 12 month administrative position, without teaching responsibilities. Department Chairs at Capital are ten month faculty positions with release time from teaching for administrative responsibilities. The Director prepares the operating and clinical teaching budget each spring, and submits it to the Academic Dean. Budget requests by nursing faculty are reviewed by the Director and submitted to the Academic Dean. The Academic Dean grants final approval for expenditures. The Director of the Division of Nursing adheres to Affirmative Action Policies in advertising, and in interviewing applicants to fill part-time nursing faculty positions. The Director joins the Dean and President in interviewing finalists for full time positions and makes recommendations for appointment. Recommendations for retention and promotion of full-time nursing faculty are made by the Director to the Academic Dean and/or President in accordance with collective bargaining policies. The Director evaluates all nursing faculty based on job The Director provides leadership in developing, implementing, and evaluating the CT-CCNP at Capital. Monthly Curriculum Planning meetings occur throughout the academic year to work on the Systematic Plan for Evaluation and assess program outcomes and strategies for improvement. Member of the CT-CCNP Nursing Directors Council, and the CT- CCNP Articulation Advisory Committee. The Director participates in professional nursing organizations and community partnerships to support curriculum implementation. 51

58 College Administrator Parity with other Departments Resource Allocation/Budget Staffing/Personnel Issues Program Development/Evaluation performance and outcomes. Gateway Community College Sheila Solernou, R.N., M.S.N. The Academic Division of the college has two Division Director s: Allied Health & Nursing and Engineering and Applied Technologies; and seven Department Chairpersons. There is parity with the workload of the Director of Engineering and Applied Technologies. The Division Director of Allied Health & Nursing is the only CCCP 22. The Division Director prepares the operating and clinical teaching budget each spring, and submits it to the Academic Dean. Budget requests by allied health and nursing faculty are reviewed by the Director and submitted to the Academic Dean. The Academic Dean grants final approval for expenditures. The Division Director is also responsible for the management of grants that provide additional financial support for the Division. Fiscal year is July 1 through June 30 th. The Division Director is responsible for hiring and developing contracts for all parttime clinical faculty and laboratory staff for the allied health and nursing programs. Recommendations for retention and promotion of full-time faculty are made by the Division Director to the Academic Dean and/or President in accordance with collective bargaining policies. The Division Director evaluates all full-time allied health and nursing faculty, division staff members, and the nursing chairperson based on job performance and outcomes. The Division Director provides leadership in developing, implementing, and evaluating the CT-CCNP at Gateway. Monthly Curriculum Planning meetings occur throughout the academic year to work on the Systematic Plan for Evaluation, and assess program outcomes and strategies for improvement. The Director is the Chairperson of the Division meeting, Chairperson of the Nursing Advisory Council; member of the CT-CCNP Nursing Directors Council, and the CT-CCNP Articulation Advisory Committee. The Director participates in professional nursing 52

59 College Administrator Parity with other Departments Resource Allocation/Budget Staffing/Personnel Issues Program Development/Evaluation organizations such as CT League for Nursing and CT Nursing Collaborative Action Coalition (CNC- AC) and has strong community partnerships that support curriculum implementation Suzanne Conlon, RN, MSN The Academic Chairperson of nursing is one of seven department chairpersons. There is parity in the role responsibilities. Participates in the development and monitoring of the nursing budget. Evaluates the part time clinical faculty and laboratory staff according to CCC and bargaining unit policies and procedures Member of Nursing Program Curriculum Committee; Member of Nursing Division Meeting; Member of Nursing Advisory Council; Clinical Faculty Development Naugatuck Valley Community College Eileen George, R.N., M.S.N. There are five Academic Division Directors. The Director of Allied Health and Nursing is the only CCCP 22. Develops with faculty the division budget which is submitted to the Dean of Academic Affairs. Responsible for administration of the division budget and all grant budgets. Fiscal year is July 1 through June 30 th. Interviews applicants and develops contracts for all part time clinical faculty and laboratory staff for the nursing program. Evaluates the full time faculty, the clinical supervisors, lab staff, clerical staff, and, with course leaders, part time clinical faculty based on job The Director provides leadership in developing, implementing, and evaluating the CT-CCNP at Naugatuck Valley CC. The Director is the Chairperson of Division Meeting; member of Nursing (Curriculum) Committee; member of CT-CCNP Admissions Committee; member and current chairperson of CT- 53

60 College Administrator Parity with other Departments Resource Allocation/Budget Staffing/Personnel Issues Program Development/Evaluation performance and outcomes. CCNP Nursing Director s Council. The Director participates in professional nursing organizations and community partnerships to support curriculum implementation. Mary Sullivan, R.N., M.S.N. Unique role. Not Applicable Participates in professional development of full and part-time faculty related to clinical issues. Participates in the evaluation of clinical sites. Provides input into the clinical portion of faculty evaluation. Northwestern Connecticut Community College Constance Hotchkiss, RN, MSN There are two Division Directors at the college. There is parity with the workload of the other division director. Develops with faculty, need based, budget requests which are submitted to the Dean of Academic Affairs for approval, with final approval from the Dean of Administration and the President. The Director is responsible for Hiring and developing contracts for all part time clinical faculty and laboratory staff for the nursing program. Recommendations for retention and promotion of full-time nursing faculty are made by the Director to the Academic Dean and/or President in accordance with The Director provides leadership in developing, implementing, and evaluating the CT-CCNP at Northwestern Connecticut CC. The Director serves as Chairperson of Division Meetings; member of the CT-CCNP Admissions Committee, CT-CCNP Director s Council and CT-CCNP Articulation Advisory Committee. 54

61 College Administrator Parity with other Departments Resource Allocation/Budget Staffing/Personnel Issues Program Development/Evaluation collective bargaining policies. The Director evaluates all nursing faculty based on job performance and outcomes. The Director participates in professional nursing organizations and community partnerships to support curriculum implementation. Norwalk Community College Kathleen S. Fries, PhD., RN,CNE There are three Division Directors in the school. (ESL, Developmental Studies, and Nursing and Allied Health) There is parity with the workload of the other division directors. The Director of Allied Health and Nursing is the only CCCP 22. Administers the entire division budget and monitors 4 grants which support the division. Fiscal year is July 1 through June 30 th. Hires and develops contracts for all part time clinical and laboratory educational assistants for the nursing program. Evaluates the chairperson. Evaluates the lab coordinator Evaluates nursing and allied health advisors. The Director provides leadership in developing, implementing, and evaluating the CT-CCNP at Norwalk. Chairperson of Nursing Division Meeting; Member of Nursing (Curriculum) Committee. Member of CT-CCNP Program Committee, Nursing Directors Council and Articulation Advisory Committee. The Director participates in professional nursing organizations and community partnerships to support curriculum implementation. 55

62 College Administrator Parity with other Departments Resource Allocation/Budget Staffing/Personnel Issues Program Development/Evaluation Judy Mocciola RN, MSN There are 8 Department Chairs at NCC. There is parity in the role responsibilities. Participates in the development and monitoring of the nursing budget. Fiscal year is July 1 through June 30 th. Participates in the hiring of Part time clinical and laboratory educational assistants Evaluates the full and part time faculty according to NCC policy and procedure. Clinical Faculty Development Chairperson of Nursing Program (Curriculum) Committee; Member of Nursing Division Meeting; Member of all course teams. Three Rivers Community College Edith Ouellet, M.S.N, R.N. The Academic Division of the college has two Division Directors: Nursing, and Learning Initiatives; and six Department Chairs. There is parity with the workload of the other division directors. Develops with faculty, need based, budget requests which are submitted to the Dean of Academic Affairs for approval, with final confirmation with the President. The Director is responsible for administration of the Nursing Department budget and grant allocation. Fiscal year is July 1 through June 30 th The Director is responsible for interviewing, hiring and developing contracts for all part time clinical faculty and laboratory staff for the nursing program. Evaluates the full time faculty, lab staff, clerical staff, and, with course leaders, part time clinical faculty based on job performance and outcomes The Director provides leadership in developing, implementing, and evaluating the CT-CCNP at Three Rivers. Member of the TRCC Curriculum Committee; Chairperson of Nursing Department Meeting; Member of Nursing (Curriculum) Committee throughout the academic year to work on the SPE and assess program outcomes and strategies for improvement. Chairperson, Nursing External Advisory Committee Member of CT-CCNP Articulation Advisory 56

63 College Administrator Parity with other Departments Resource Allocation/Budget Staffing/Personnel Issues Program Development/Evaluation Committee and Nursing Director s Council The Director participates in professional nursing organizations such as CT League for Nursing and CT Nursing Collaborative Action Coalition (CNC- AC) and community partnerships to support curriculum implementation. 57

64 CRITERION 5 Record keeping policies and procedures comply with regulations. [Regulations, Section ] The nursing education program shall maintain a system of administrative records that shall include current course outlines and evaluative instruments, faculty personnel records, faculty meeting and committee meeting reports, student records, pertinent correspondence, pertinent reports, and official publications of the nursing education program. The administrative records of the CT-CCNP are maintained according to state and federal requirements at each college and at the BOR System Office. The colleges follow the standards and policies of the American Association of Collegiate Registrars and Admissions Officers, the Family Educational Rights and Privacy Act (FERPA) and the State of Connecticut s Records Management Manual and adhere to the Records Retention Schedules as outlined by the Connecticut State Library. FERPA pamphlets and posters are available in student areas throughout the campuses. All nursing education programs monitor compliance with the maintenance and confidentiality of administrative records as a component of their Systematic Plan for Evaluation. See Tables 5.1 to 5.7 for location of administrative records at each college and at the BOR System Office. 58

65 Table 5.1 Location of Administrative Records at Capital Community College Documents Capital Community College Academic Calendars Accreditation Reports Affirmative Action Policies Agency Contracts Articulation Agreements Board of Regents Office Correspondence Collective Bargaining Agreements 4 C s and AFT College Catalogs Correspondence Course Schedules Minutes (Faculty, Curriculum, Division, Professional Staff) NCLEX-RN Results NLN Surveys State Board Correspondence Administrative Records Where Housed Administrative Offices and Nursing Division Office Deans', President's, and Nursing Division Office Human Resource Office and Administrative Offices Dean of Administration s Office and Nursing Division Office Counseling Center, Administrative Offices and Nursing Division Office President's/Deans'/ Nursing Division Office Community-wide Distribution, Human Resource Office and Director s Office and online at ; Community-wide Distribution and online at Nursing Division Office and Faculty Offices Campus-wide Distribution Administrative Offices and Nursing Division Office Director s Office Nursing Division Office Director s Office 59

66 Documents Capital Community College Weekly Bulletin (College Bulletin) Where Housed Campus-wide Distribution, Faculty Records Faculty CHA Standard Orientation Curriculum Compliance Faculty CPR Compliance Faculty Evaluations Faculty Health Compliance (Hepatitis B, PPD, etc.) Faculty Licensure Faculty Personnel Records Faculty Professional Development Records Capital Community College Student Handbook Admission Information (application, transcripts, placement results, etc.) Student Disability Documentation Student Academic Adjustment(s) required for disability(ies) Financial Aid Information Graduation Records and Transcripts Nursing Division Office Nursing Laboratory Office President's Office and Nursing Director s Office Nursing Laboratory Office- locked cabinet Nursing Division Office President's Office, Human Resource Office President's Office Student Records Campus-wide Distribution Admissions and Registrar s Office Office of Disability Services, Counseling Nursing Division Office Financial Aid Office Registrar s Office 60

67 Documents Capital Community College Health/Immunization Records Background Checks Where Housed Certified Background Checks Results in Nursing Course Leader Office- locked cabinet Online/Electronic access by nursing director only through CT League for Nursing and/or Certified Background, Inc. 61

68 Table 5.2 Location of Administrative Records at Gateway Community College Documents Gateway Community College Academic Calendars ACEN Annual Surveys ACEN Correspondence Accreditation Reports Affirmative Action Policies Agency/Clinical Affiliate Contracts Articulation Agreements BOR Office Correspondence Collective Bargaining Agreements: 4C s and AFT College Catalogs College Student Handbook Correspondence Administrative Records Where Housed Administrative Offices, Division Offices, and at ffairs/academic-calendar revised.pdf c%20affairs/final_calendars_ pdf AH & Nursing Division Director s Office AH & Nursing Division Director s Office Deans', President's, and Nursing Division Offices Affirmative Action Office, Human Resources Department, Administrative Offices and at urces/hr-policy-affirmative-action.pdf Dean of Administration s Office and Allied Health & Nursing Administrative Coordinator s Office Nursing Division Office, nursing shared drive, and on the CT-CCNP website at President's/Deans'/Division Offices Campus-wide Distribution, Human Resources Department Office, Division Offices and on websites at ; Campus-wide Distribution and online at Campus-wide Distribution and online at Nursing Division Offices 62

69 Documents Gateway Community College Course Schedules Faculty and Staff Handbooks Meeting Minutes NCLEX-RN Results NLN Annual Surveys State Board of Nursing Correspondence and SBEN Approval Documents College Newsletter Faculty CHA Standard Orientation Curriculum Compliance Faculty CPR Compliance Faculty Evaluations Faculty Health Compliance (PPD & BLS Certification) Faculty Licensure Faculty Personnel Records Faculty Professional Development Records Admission Information (includes: application, transcripts, placement results, etc.) Student Disability and Learning Disabilities Documentation Where Housed Campus-wide Distribution and online at Campus-wide Distribution, Nursing Division Offices and Human Resources Department Administrative, Nursing Division Offices, allied health and nursing shared drive, college intranet Allied Health & Nursing Division Director s Office, Nursing shared drive Allied Health & Nursing Division Director s Office Allied Health & Nursing Division Director s Office, Nursing shared drive Campus-wide Distribution and at Faculty Records Nursing Division Office Nursing Division Office Human Resources Department Office and the Allied Health & Nursing Division Director s Office Nursing Division Office Nursing Division Office Human Resources Department Office Dean of Academic Affairs, Human Resource Department and Nursing Division Offices Student Records Registrar s Office Office of Student Disability Services 63

70 Documents Gateway Community College Student Academic Adjustment(s) required for disability(ies) Nursing Division Office Where Housed Background Checks Financial Aid Information Graduation Records and Transcripts Health Records Results of Standardized Course Tests Clinical Performance Evaluations Tests/Exams Remediation Documentation CHA Standard Orientation Curriculum Compliance Nursing Student Handbook Acknowledgement of Receipt Audio Recording Agreement Confidentiality Agreement and Consent to Video Record Yale-New Haven Hospital Confidentiality and Responsibility Agreement Correspondence Online/Electronic access by nursing director only through CT League for Nursing and/or Certified Background, Inc. Financial Aid Office Registrar s Office Nursing Division Office, CertifiedBackground.com portal Allied Health & Nursing Division Director s Office, Course Leaders Offices Nursing Division Office Nursing Division Office Nursing Division Office Nursing Division Office Nursing Division Office Nursing Division Office Nursing Division Office Nursing Division Office Nursing Division Office Program Records Admission Policies Admissions and Nursing Division Offices, Nursing Information Packet, and on CT-CCNP website at 64

71 Documents Gateway Community College Course Outlines, Syllabi, Evaluation Tools, Handbooks, Handouts, Tests Readmission Policies Transfer Policies Where Housed Nursing Division Offices, Nursing shared drive, and Dean of Academic Office (syllabi only) Nursing Division Offices and Nursing Student Distribution (Nursing Student Handbook) Nursing Division Offices and Nursing Student Distribution (Nursing Student Handbook) and at 65

72 Table 5.3 Location of Administrative Records at Naugatuck Valley Community College Documents Naugatuck Valley Community College Academic Calendars Accreditation Reports Affirmative Action Policies Agency Contracts Articulation Agreements BOR System Office Correspondence Collective Bargaining Agreement College Catalogs Correspondence Course Schedules Faculty and Staff Handbooks Minutes (Faculty, Curriculum, Division, Professional Staff) NCLEX-RN Results NLN Surveys State Board Correspondence Weekly Bulletin (College Bulletin) Administrative Records Administrative Offices and Division Offices Where Housed BOR System Office and Deans', President's, and Division Offices Affirmative Action Office and Administrative Offices Dean of Administration s Office and Division Office Counseling Center, Administrative Offices, and Division Offices President's/Deans'/Division Offices Community-wide Distribution Personnel Office and Division Offices Community-wide Distribution and online at Division and Faculty Offices Campus-wide Distribution Campus-wide Distribution Administrative Offices and Division Office Division Office Division Office Division Office Campus-wide Distribution, On File in Division Office 66

73 Documents Naugatuck Valley Community College Faculty Records Where Housed Faculty CHA Standard Orientation Curriculum Compliance Faculty CPR Compliance Faculty Evaluations Faculty Health Compliance (Hepatitis B, PPD, etc.) Faculty Licensure Faculty Personnel Records Faculty Professional Development Records Admission Information (includes: application, transcripts, placement results, etc.) Student Disability Documentation Learning Disabilities Documentation Student Academic Adjustment(s) required for disability(ies) Financial Aid Information Graduation Records and Transcripts Background Checks Health/Immunization Records Division Office Division Office President's Office and Division Office Division Office Division Office President's, Human Resources, and Division Offices Division and Affirmative Action Offices Registrar s Office Student Records Office of Disability Services Office of Coordinator of Learning Disabilities Nursing Division Office Financial Aid Office Registrar s Office Online/Electronic access by nursing director only through CT League for Nursing and/or Certified Background, Inc. Office of Disability Services 67

74 Documents Naugatuck Valley Community College Results of Assessment Tests Student Evaluations, Correspondence Admission Policies Course Outlines, Syllabi, Evaluation Tools, Handbooks, Handouts, Tests Readmission Policies Transfer Policies Where Housed Division Office Division Office Program Records Admissions and Division Offices and General Distribution Division and Faculty Offices Division Offices and Nursing Student Distribution Division Offices 68

75 Table 5.4 Location of Administrative Records at Northwestern Connecticut Community College Documents Northwestern CT Community College Academic Calendars Accreditation Reports Affirmative Action Policies Agency Contracts Articulation Agreements Board of Regents Correspondence Collective Bargaining Agreement Where Housed Administrative Offices, Division Offices, online at: Academic Dean's, President s, and Nursing Division Offices Human Resources and Administrative Offices Dean of Administration s Office and Nursing Division Office Administrative Offices and Nursing Division Office President's/Deans'/Division Offices Community-wide Distribution Personnel Office and Division Offices and online at: College Catalogs Community-wide Distribution and online at Correspondence Course Schedules Faculty and Staff Handbooks Minutes (Faculty, Curriculum, Division, Professional Staff) NCLEX-RN Results NLN Surveys State Board Correspondence College Newsletter Nursing Division Offices Campus-wide Distribution and at Campus-wide Distribution and Nursing Division Offices Administrative and Nursing Division Offices Nursing Division Director s Office Nursing Division Director s Office Nursing Division Director s Office Campus-wide Distribution and at 69

76 Documents Northwestern CT Community College Faculty CHA Standard Orientation Curriculum Compliance Faculty CPR Compliance Faculty Evaluations Faculty Health Compliance (Hepatitis B, PPD, etc.) Faculty Licensure Faculty Personnel Records Faculty Professional Development Records Admission Information (includes: application, transcripts, placement results, etc.) Student Disability and Learning Disabilities Documentation Student Academic Adjustment(s) required for disability(ies) Financial Aid Information Graduation Records and Transcripts Health/Immunization Records Background Checks Results of Assessment Tests Nursing Division Office Nursing Division Office Faculty Records Where Housed Human Resources Department Office and the Nursing Division Director s Office Nursing Division Office Nursing Division Office Human Resources Department Office Human Resource Department and Nursing Division Offices Registrar s Office Students Records Office of Student Disability Services Nursing Division Director s Office Financial Aid Office Registrar s Office Nursing Division Director s Office Online/Electronic access by nursing director only through CT League for Nursing and/or Certified Background, Inc. Nursing Faculty Offices and Nursing Division Director s Office 70

77 Documents Northwestern CT Community College Clinical Performance Evaluations Tests/Exams Remediation Documentation CHA Standard Orientation Curriculum Compliance Nursing Student Handbook Acknowledgement of Receipt Audio Recording Agreement Confidentiality Agreement and Consent to Video Record Correspondence Where Housed Nursing Faculty Offices and Nursing Division Director s Office Nursing Faculty Offices Nursing Faculty Offices and Nursing Division Director s Office Nursing Faculty Offices Nursing Division Director s Office Nursing Division Director s Office Nursing Division Director s Office Nursing Division Director s Office Program Records Admission Policies Course Outlines, Syllabi, Evaluation Tools, Handbooks, Handouts, Tests Readmission Policies Transfer Policies Nursing Information Packet Admissions, Nursing Faculty Offices, Nursing Director s Office, and online at: Nursing Faculty Offices, Nursing Director s Office Nursing Faculty Offices, Nursing Student Distribution, Admission Office, and online at: Nursing Faculty Offices, Nursing Director s Office, Nursing Student Distribution, Admission Office, and online at: Nursing Faculty Offices, Nursing Director s Office, Admission Office and online at: 71

78 Table 5.5 Location of Administrative Records at Norwalk Community College Documents Norwalk Community College Academic Calendars Accreditation Reports Affirmative Action Information Articulation Agreements Clinical Contracts Collective Bargaining Agreement College Catalogs Affirmative Action Information Original transcripts, evaluations, contracts, promotions material and copies of human resource information Correspondence, malpractice, R.N. license and CPR information Current Student Information: Application, transcripts, high school information Current Student Information: Administrative Records Where Housed Administrative Offices and Division Offices. BOR System Office and Deans', President's, and Division Offices Affirmative Action Office and Human Resources Administrative Offices, Division Offices and Division Office Community-wide Distribution Human Resources and Division Offices. Community-wide Distribution and online at Affirmative Action Officer and Human Resources Human Resources Office Faculty Records Academic Director of Nursing and Allied Health Office, Locked Cabinet Records Office Student Records Division of Nursing and Allied Health Office: Locked Cabinet 72

79 Documents Norwalk Community College Clinical evaluations, CPR information, correspondence Immunization Records Enrollment, graduation records, final course grades Alumni student files Student Transcripts Student Admission Records Student Financial Aid Records Student Disability and Learning Disabilities Documentation Student Academic Adjustment(s) required for disability(ies) a) Current Course Outlines b) Division and Team Meeting Minutes c) Enrollment, withdrawal and attrition statistics d) Course and Program Evaluations e) Graduate and Employer Survey Data f) Employment Survey Data g) NCLEX Results Where Housed RN Advisor computer database, password protected Nursing Office/Records Office Records Office Division of Nursing and Allied Health Office: Locked Cabinet Records Office Records Office Financial Aid Office Office of Student Disability Services Nursing Division Office Program Records Nursing Office Locked Cabinet 73

80 Documents Norwalk Community College Norwalk Community College Student Handbook Admission Information (includes: application, transcripts, placement results, etc.) Financial Aid Information Graduation Records and Transcripts Health Records & Background Check Learning Disabilities Documentation Results of Assessment Tests Student Evaluations, Correspondence Admission Policies CT-CCNP Nursing Information Packet Required Competencies for Admitted Students to Deliver Safe and Competent Nursing Care Financial Aid Course Outlines, Syllabi, Evaluation Tools, Handbooks, Handouts, Tests Where Housed Campus-wide Distribution and on college website Registrar s Office Financial Aid Office Registrar s Office Certified Background Student Immunization Records & Background Management Office of Coordinator of Learning Disabilities Nursing Course Leader s Offices Nursing Director s Office Program Records Admissions and Division Offices and General Distribution hhttp:// Nursing Division Office and Faculty Offices 74

81 Documents Norwalk Community College Readmission Policies Internal & External Transfer Policies Where Housed Nursing Director s Office and Nursing Student Distribution, Nursing Student Handbook Nursing Division Offices, Nursing Student Handbook

82 Table 5.6 Location of Administrative Records at Three Rivers Community College Documents Three Rivers Community College Academic Calendars Accreditation Reports Affirmative Action Policies Agency Contracts Articulation Agreements BOR System Office Correspondence Collective Bargaining Agreements 4 C s and AFT College Catalogs Correspondence Course Schedules Minutes (Faculty, Curriculum, Division, Professional Staff) NCLEX-RN Results NLN Surveys State Board Correspondence Faculty CHA Standard Orientation Curriculum Compliance Administrative Records Where Housed Administrative Offices, Nursing Division Office, TRCC College Web site Deans', President's, and Nursing Division Office Human Resource Office and Administrative Offices Dean of Administration s Office Administrative Offices and Nursing Division Office and at President's/Deans'/ Nursing Division Office Human Resource Office, Administrative Offices and Nursing Director s Office Admissions Office and TRCC College web site Nursing Division Office and Faculty Offices Nursing Office and Blackboard Learn Nursing Office Nursing shared drive Nursing Office (locked) D111B Nursing Office (locked) D111B Nursing Director s Office and D111B Faculty Records Nursing Office (locked) D111B 76

83 Documents Three Rivers Community College Faculty CPR Compliance Nursing Office (locked) D111B Where Housed Faculty Evaluations Faculty Health Compliance (Hepatitis B, PPD, etc.) Faculty Licensure Faculty Personnel Records Faculty Professional Development Records President's Office and Nursing Director s Office (locked )D111B Nursing Office (locked) D111B Nursing Office (locked) D111B President's, Human Resource Offices Nursing Office (locked) D111B and Presidents Office Student Records Admission Information (includes: application, transcripts, placement results, etc.) Financial Aid Information Graduation Records and Transcripts Health Records Learning Disabilities Documentation Student Disability Documentation Student Academic Adjustment(s) required for disability(ies) Results of Assessment Tests Student Correspondence and Evaluations TRCC Student Handbook Registrar s Office Financial Aid Office Registrar s Office Nursing Laboratory Office- (locked) cabinet A214 as of Fall 2014 secure electronic storage by Certified Background, Inc. Office of Coordinator of Learning Disabilities Office of Disability Services, Counseling Nursing Division Office Nursing Offices (locked) D111B Nursing Office (locked) D111B Admissions Office, Blackboard Learn, College website Program Records Admission Policies BOR System Office, Admissions Offices and CT-CCNP Information Packet, College website 77

84 Documents Three Rivers Community College CT-CCNP Nursing Information Packet Financial Aid Course Outlines, Syllabi, Evaluation Tools, Handbooks, Handouts, Tests Nursing Student Handbooks Required Competencies for Admitted Students to Deliver Where Housed Nursing Division Office and Faculty Offices and Blackboard Learn Nursing Admissions Office College website, Blackboard Learn hhttp:// Safe and Competent Nursing Care Readmission Policies Transfer Policies Nursing Director s Office and CT-CCNP Nursing Student Handbook Nursing Faculty Offices, Nursing Director s Office, Nursing Student Distribution, Admission Office, and online at: 78

85 Table 5.7 Location of Administrative Records at the BOR System Office Documents BOR System Office CT-CCNP Admissions Information/ Policies/Materials Admissions Information and Materials for staff use such as the Nursing Advisory Manual CT-CCNP Nursing Student Handbook Nursing Scholarships: General Information Administrative Records Where Housed Nursing Office; publicly disseminated on BOR System Website Nursing Office; Secure Shared Network Drive Nursing Office; Secure Shared Network Drive; publicly disseminated on BOR System Website Publicly disseminated on BOR System Website Articulation Agreements Minutes (All Bylaws Committees i.e. Admissions Committee, Program Committee, Nursing Directors Council) Secure Shared Network Drive; BOR System Website: Nursing Office ; Electronically stored on Secure Network Drive NCLEX-RN Results all programs Accreditation/Approval Reports Standard Correspondence Templates State Board Correspondence ACEN Correspondence Not applicable Nursing Office; Electronically stored on Secure Network Drive Nursing Office Electronically stored on Secure Network Drive Nursing Office; Electronically stored on Secure Network Drive Nursing Office; Electronically stored on Secure Network Drive Faculty Records 79

86 Documents BOR System Office CT-CCNP Application Student Correspondence: 1. Letters of acceptance into the CT- CCNP 2. Letters of ineligibility for admission 3. Wait list notification and status update letters Nursing Admissions Databases Outcomes Assessment Databases Student Course Evaluation Surveys Graduate and Employer Surveys Curriculum Information/Materials and Resources for Faculty and Staff Student Records Where Housed Stored electronically in the Student Information System; copy; printed out and stored in College Admission Offices Secure Network Drive for essential staff access only Essential staff access through Secure Shared Network Drive Essential staff access through Secure Shared Network Drive Secure Network Drive for essential staff access only Secure Network Drive for essential staff access only Program Records Nursing Office; Secure Shared Network Drive accessible by all colleges offering the nursing program 80

87 CRITERION 6 The faculty of the nursing program must meet academic, professional and licensure requirements. [Regulations, Section (a)(b)(2)] (a)(b)(2) (a) The faculty and administrator must maintain an active R.N. licensure in Connecticut. (b) Faculty Education and Experience (2) Except as provided in subsection (c) of this section, nurse faculty members in programs preparing registered nurses shall have earned advanced degrees in nursing and shall have appropriate nursing education or experience in their teaching area(s). The full time and part time faculty and clinical supervisors of the CT-CCNP nursing programs meet the academic, professional, and licensure requirements set forth by the Connecticut State Board of Examiners for Nursing (SBEN), the Connecticut Board of Regents for Higher Education, and the Accreditation Commission for Education in Nursing (ACEN). All full-time nursing faculty members are hired at the assistant professor level or higher, per contractual agreement. All part-time/clinical faculty members are hired to work in clinical settings and provide direct supervision of students. Full-time clinical supervisors have 35 hours per week positions and function as clinical instructors and/or have college lab responsibilities; by contract, they are classified as non-faculty professional staff. All laboratory personnel are experienced clinical practitioners. Lab personnel are responsible for supervising student practice, return demonstration of skills, remediation, and the maintenance of the laboratories and equipment, commensurate with credentials and experience. The number of laboratory assistants varies and depends upon the needs of each program. All full-time and part time faculty members and clinical supervisors hold master's degrees in nursing (or have a waiver granted by the SBEN in place) and several hold doctoral degrees. Many full-time and part time faculty members and clinical supervisors have earned certification as advanced practice registered nurses, and a considerable number have earned the NLN certification as nurse educators (CNE) and/or are currently preparing for the CNE 81

88 credential. Several faculty members and directors are currently completing requirements for doctoral degrees. Many part-time/clinical faculty members have earned advanced practice certification as well as certification in their practice areas. All nursing faculty members have clinical experience in their teaching areas and maintain active R.N. licensure in Connecticut; copies of licenses are kept on file in each of the division offices. Tables demonstrate that all CT-CCNP faculty members meet academic and professional qualifications, as stated in the Regulations. Faculty information for academic year is provided in the following tables. 82

89 Table 6.1 Capital Community College FULL-TIME FACULTY CREDENTIALS INITIAL APPOINTMENT TO CCC PT 12/90 07/00 FT 07/00 - present FT 1/14 - present PT 1/197 7/00 FT 9/00 - present PT 9/02 5/12 FT 8/12- present PT 1/90 6/01 FT 8/01 - present FT 8/04 present FACULTY MEMBER RANK EDUCATIONAL BACKGROUND Cynthia Adams Director BA in Nursing Simmons College Boston MA MS in Nursing Boston College EdD University of Hartford Jennifer Ackerman Assistant Professor BSN University of Conn. MSN-CNL Sacred Heart University Dawn Bunting Professor Diploma St Mary s Hospital School of Nursing BS Central CT. State Univ. MSN University of Hartford EdD (C) University of Hartford Nancy Casey Assistant Professor BSN Boston College Master s in Nursing UCLA Lori Cerone Professor BSN Texas Christian University MSN University of Hartford Patricia Duclos- Miller Professor BSN Saint Anselm College MSN Boston University AREA OF CLINICAL EXPERTISE Leadership Hospice Maternal Child Health Medical-Surgical BLS, Neonatal Resuscitation, RNC-Inpatient OB Medical Surgical Pediatrics CRRN (Certified Rehabilitation) CNE (Certified Nurse Educator) Medical Surgical Medical Surgical Mental Health Maternal-Child Health Nursing Medical Surgical ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY Director of Division NUR 101 Classroom and Clinical (T) NUR 102 Classroom and Clinical (T) NUR 201 Classroom and Clinical (T) NUR 203 Classroom and Clinical (T) Course Leader NUR 203 (O) NUR 101 Classroom and Clinical (T) NUR 102 Classroom and Clinical (T) Course Leader NUR 102 (O) NUR 101 Classroom and Clinical (T) Course Leader NUR 101 (O) NUR 203 Classroom and Clinical (T) NUR204 NUR 101 Classroom and Clinical (T) NUR 102 Classroom and Clinical (T) NUR

90 INITIAL APPOINTMENT TO CCC PT 8/86 12/09 FT 1/10 present FACULTY MEMBER Bonnie Edelen RANK Associate Professor EDUCATIONAL BACKGROUND BSN University of Conn. MSN University of Conn. PH.D University of Conn. AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY Medical Surgical NUR 201 Classroom and Clinical (T) NUR 203 Classroom and Clinical (T) FT 1/2012 present Mary-Joan Forstbauer Assistant Professor Diploma Saint Francis Hospital School of Nursing BA Chemistry Central CT State Univ. MSN University of Hartford NUR 201 Classroom and Clinical (T) Course Leader NUR 201 NUR 102 Classroom and Clinical (T) PT 8/06 12/07 FT 1/08 - present PT 8/08 5/14 FT 8/14 - present Gail Gardner- Baxter Marlene Hageman Associate Professor Assistant Professor BSN University of Pennsylvania MSN University of Hartford AD (Nursing) -Three Rivers Community College BA University of Connecticut MSN University of Hartford Medical Surgical NUR 201 Classroom and Clinical (T) NUR 202 NUR 203 Classroom and Clinical (T) Medical Surgical NUR 101 Classroom and Clinical (T) NUR 102 Classroom and Clinical (T) PT 8/12 5/14 FT 8/14 - FT 8/94 present Diane Johnson Temp F/T Lecturer Diploma Bullard-Haven LPN Program Diploma Ona M. Wilcox School of Nursing BSN St Joseph College MSN St. Joseph College Linda Kapinos Professor Diploma Mercy Hospital School of Nursing BS American International College M.Ed. American International College MSN University of Hartford Medical-Surgical Medical Surgical Maternal Child Health (ANCC- Perinatal Nurse exp 2013) IBCLC (International Board Certified Lactation Consultant) NUR 201 Classroom and Clinical (T) NUR 101 Classroom and Clinical (T) Course Leader NUR 101 (O) NUR 102 Classroom and Clinical (T) 84

91 INITIAL APPOINTMENT TO CCC FT 8/10 - present PT 8/04 6/07 FT 8/07 present PT 9/85-6 /01 FT 8/01 - present PT 5/99 5/04 FT 8/04 - present FT 8/13 present FACULTY MEMBER John Lagosz Catherine Leary RANK Associate Professor Assistant Professor EDUCATIONAL BACKGROUND Diploma St. Francis Hospital & Medical Ctr. BSN University of Hartford MSN University of Hartford Diploma- Respiratory Therapy- Berkshire Community College AS- Respiratory Therapy- Manchester Community College BSN-University of Connecticut MSN-University of Hartford Cathy Pavalock Professor BSN University of Rhode Island MSN University of Hartford Maureen Vildozola Alicia Zupan Professor Assistant Professor Diploma-Joseph Lawrence School of Nursing BSN University of Bridgeport M.Ed. Teachers College, Columbia University (SBEN Permanent Waiver Grandfathered in) Diploma-Ona M. Wilcox School of Nursing BSN Saint Joseph s College MSN University of Hartford AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY Medical Surgical NUR 201 Classroom and Clinical (T) NUR 203 Classroom and Clinical (T) Course Leader NUR 203 NUR 205 Medical Surgical Respiratory Therapy Medical Surgical Maternal Child Health Patient Education Medical Surgical Mental Health NUR 201 Classroom and Clinical (T) Course Leader NUR 201 (O) NUR 202 NUR 203 Classroom and Clinical (T) NUR 205 NUR 101 Classroom and Clinical (T) NUR 102 Classroom and Clinical (T) NUR 201 Classroom and Clinical (T) NUR 202 NUR 203 Classroom and Clinical (T) NUR 205 NUR 101 Classroom and Clinical (T) NU 102 Classroom and Clinical (T) Course Leader NUR

92 PART-TIME FACULTY CREDENTIALS DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND 8/09 Janet Anderson BSN Mount Saint Mary College, Newburgh, NY MSN University of Hartford 8/12 Leah Anderson AD, Nursing Capital Community College BSN Chamberlain College of Nursing, Downers Grove, IL MSN Chamberlain College of Nursing 8/10 Carol Ann Barnes AD (Nursing) Quinnipiac University BSN St. Joseph College MSN University of Hartford 8/14 Tanya Bourne AD (Nursing) Goodwin College BSN Sacred Heart University MSN Sacred Heart University 8/13 Alicia Bravo BSN Western Conn State University MSN Western Conn State University 8/03 Rosalyn Bravo-Cavoli BSN Northeastern University MSN University of California 10/14 - Jennifer Briggs Diploma (RN) Saint Francis School of Nursing BSN to MSN Executive Track Chamberlain College of Nursing 8/06 June Bryant BS New Hampshire College MSN University of Connecticut 8/14 Shenika L. Carroll BS Saint Joseph College MSN University of Hartford 8/14 Meghan Cicero BSN University of Connecticut MSN University of Hartford 8/14 Jean Daniels Diploma (Nursing) Hartford Hospital School fo Nursing AREA OF CLINICAL EXPERTISE Medical Surgical Medical Surgical Medical Surgical Medical-Surgical Medical-Surgical Medical-Surgical Pediatrics Medical-Surgical BCLS and ACLS certified Medical Surgical Mental Health APRN Medical-Surgical Medical-Surgical Medical-Surgical ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 201 Clinical (T) NUR 203 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 203 Clinical (T) NUR 201 Clinical (T) NUR 203 Clinical (T) NUR 201 Clinical (T) NUR 203 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) 86

93 DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND AD (Nursing) Greater Hartford Community College BSN University of Hartford MSN University of Hartford 5/02 Mary Ann Emanuele BSN D Youville College MSN Fordham University 1/14 Megan Gonzalez BS Biology Norwich University, Northfield, VT BSN- Quinnipiac University MSN Sacred Heart University 8/14 Kristen M. Guida AD (Nursing) Capital Community College BSN Central Conn. State University MSN Quinnipiac University DNP (Nursing) Quinnipiac University 9/12 Cassandra James BSN University of Conn. MSN University of Hartford 8/14 Beata Kubacka AD (Nursing) Capital Community College BS Dietetics & Nutrition Saint Joseph College MSN University of Hartford 1/05 Alison Luckey-Percy BSN American International College MSN Graceland University 1/13 Violet Moses AD (Nursing)- Springfield Technical Community College BSN- American International College MSN Our Lady of the Elms College 8/08 5/12 8/14 - Patrice Niewinski LPN A.I. Prince Technical School BSN American International College MSN University of Hartford 1/01 Michelle Ouellet BSN Marymount University MSN University of Hartford AREA OF CLINICAL EXPERTISE Medical Surgical Medical-Surgical Maternal Child Health Obstetrics Medical-Surgical APRN ACNP-BC Medical-Surgical Medical-Surgical Certified Diabetes Educator Certified Dietitian-Nutritionist Medical Surgical APRN Medical-Surgical Medical-Surgical Maternal Child Health Medical Surgical ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 201 Clinical (T) NUR 203 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 201 Clinical (T) NUR 203 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 201 Clinical (T) NUR 102 Clinical (T) 87

94 DATE OF HIRE 8/08 Rosemarie Palmieri FACULTY MEMBER EDUCATIONAL BACKGROUND AD (Nursing) Quinnipiac College BSN Southern Connecticut State University MSN Sacred Heart University 8/14 Erica G. Rizzo Diploma Bridgeport Hospital School of Nursing BSN Southern Conn State University MSN Sacred Heart University FT 8/76 6/12 PT 8/14 Julia Rosa BSN McMaster University, Ontario, Canada MSN University of Toronto Ed.D University of Hartford 8/14 Ellen L. Shaw Diploma Bridgeport Hospital School of Nursing MBA Health Care Management - Northeastern University MSN Sacred Heart University 1/13 Hsinfen Tu Diploma National Taipei College of Nursing, Taiwan MSN Chang-Gung University, Taiwan AREA OF CLINICAL EXPERTISE Medical Surgical Mental Health Medical-Surgical Medical-Surgical Medical-Surgical Oncology Nursing, Certified Medical-Surgical ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY NUR 101 Clinical (T) NUR 203 Clinical (T) NUR 201 Clinical (T) NUR 203 Clinical (T) NUR 101 Clinical (T) NUR 201 Clinical (T) NUR 203 Clinical (T) NUR 201 Clinical (T) NUR 203 Clinical (T) 88

95 Table 6.2 Gateway Community College FULL-TIME FACULTY CREDENTIALS INITIAL APPOINT- MENT TO GCC PT 01/03 03/04 FT 03/05/04 FACULTY MEMBER Rank EDUCATIONAL BACKGROUND Tracy Blanford Professor ADN Quinnipiac College BSN Central Connecticut State University MS University of Connecticut Advanced Practice Registered Nurse- Psychiatric 8/25/06 Suzanne Conlon Professor Dip. Middlesex Memorial Hospital School of Nursing BSN University of Bridgeport MSN Sacred Heart University PT - 3/03/03 FT - 1/20/06 Susan DeBarge Associate Professor BSN University of Massachusetts MSN Yale University Certified Nurse Midwife 08/24/04 Claudia Haeckel Professor BS Southern Connecticut State University MS University of Connecticut PT - 09/02 10/02 FT 10/04/02 Karen Kessler Professor ADN Kingsborough Community College, CUNY BSN Hunter College, CUNY MSN University of Wisconsin AREA OF CLINICAL EXPERTISE Psychiatric Nursing Medical Surgical Nephrology Nursing Maternal Child Health Medical Surgical Perioperative, Cardiothoracic Maternal Child Health ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY NUR 101 Classroom & Clinical NUR 102 Psychiatric Component (T) NUR 201 Psychiatric Component (T) NUR 203 Classroom & Clinical NUR 201 & NUR 203 Classroom and Clinical (T) Course Leader- NUR 201 & NUR 203 (O) Nursing Academic Chairperson NUR 101- Classroom & Clinical (T) NUR Maternal-Child Health Component - Classroom & Clinical (T) Course Leader- NUR101 & NUR 102 (O) NUR 101 (T) NUR 102 (T) NUR 130 (T) NUR 201 (T) NUR 203 (T) Laboratory Coordinator (O) LPN Advisor (O) NUR Classroom & Clinical (T) NUR Maternal Child Health Component Classroom and Clinical (T) President of local AFT (O) 89

96 INITIAL APPOINT- MENT TO GCC PT- 09/06/05 FT - 11/09/07 FACULTY MEMBER Susan Levine Rank Associate Professor 8/25/06 Barbara McFarland Associate Professor PT 8/25/10 FT 3/9/12 PT- Fall 2003 FT- 8/25/09 PT 1/22/10 FT 3/9/12 PT- 09/01/06 FT- 11/21/08 Joan Morrison Linda Nevins Lynette Palm Myra Randall Assistant Professor Associate Professor Assistant Professor Assistant Professor 08/09/02 Sheila Solernou Academic Division Director, Allied Health and Nursing EDUCATIONAL BACKGROUND Dip. St. Francis School of Nursing BSN Central Connecticut State University MSN University of Hartford Dip. St. Vincent s School of Nursing BSN Florida International University MSN University of Hartford BS Clark University MSN University of Massachusetts BSN University of Connecticut MSN University of Connecticut APRN Quinnipiac University Post Masters Certificate Adult Nurse Practitioner BSN Rand Afrikaans University, Johannesburg, South Africa MSN Rand Afrikaans University, Johannesburg, South Africa BSN Southern Connecticut State University MSN University of Hartford BSN Mount Saint Mary College MSN University of Hartford AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY Course Leader - NUR 101 & NUR 102 (O) Medical Surgical Cardiology NUR 201 & NUR 203 Classroom (T) Simulation NUR 101, 201, & 203 (T) Simulation Faculty Leader (O) Medical Surgical Critical Care NUR 201 & NUR 203 Classroom and Clinical (T) Course Leader- NUR 201 & 203 (O) Medical Surgical NUR 201 & NUR Critical Care Classroom and Clinical (T) Medical Surgical- Cardiac Nursing Medical Surgical Critical Care Maternal Child Health Course Leader NUR 201 NUR 103 Classroom (T) NUR 201 & NUR 203 Classroom and Clinical (T) NUR 101 & NUR 102 Classroom and Clinical (T) EHR Champion (O) Medical Surgical Critical Care NUR 102 & NUR Classroom and Clinical (T) Medical Surgical- Cardiac, Critical Care 90

97 PART-TIME FACULTY CREDENTIALS DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES 9/1/06 Mary Ann Abramczyk BSN Central Connecticut State University MSN University of Hartford 2/20/15 Jeanne Arsenault BSN- Southern Connecticut State University MSN- University of North Carolina Certification- Advanced Practice Registered Nurse- FNP- Southern Connecticut State University Certification- Clinical Nurse Leader 1/21/13 Lisa Beaucar BSN Sacred Heart University MSN Saint Joseph s College of Maine 5/27/08 Debra Beaudoin Dip. Nursing New England Baptist School of Nursing BSN Central Connecticut State Univ. MSN University of Hartford 8/30/12 Nana Boehamaa AS (Nursing)- Bronx Community College BSN- Central Connecticut State University MSN- in progress- University of Hartford Temporary waiver- SBEN- 8/2014 4/3/08 Maureen Boylan-Elman BSN- Marymount University MSN- Southern Connecticut State University 8/22/14 Donna Brennan BSN Southern Connecticut State University MSN - Southern Connecticut State University 1/22/10 Amy Catlin BSN University of Connecticut MPH University of Massachusetts *Permanent waiver SBEN- 1/10 8/28/13 Nancy Clements BSN Sacred Heart University MSN - Sacred Heart University 8/28/13 Joan Cover BSN University of Hartford MSN University of Hartford 8/25/10 Elizabeth Cozza BSN Southern Connecticut State University MSN - Southern Connecticut State University 91 Trauma/Critical Care Medical-Surgical, Neurology, Geriatrics Medical-Surgical, Telemetry Medical-Surgical, Critical Care Medical-Surgical, Infection Control, Hemodialysis Medical-Surgical, Critical Care Ambulatory Care, Critical Care Medical- Surgical, Emergency/Trauma Continuous Quality Improvement Medical-Surgical Medical-Surgical Medical-Surgical NUR 201 Clinical NUR 203 Clinical NUR 201 Clinical NUR 203 Clinical NUR 203 Clinical NUR 201 Clinical NUR 203 Clinical NUR 102 Clinical NUR 201 Clinical NUR 203 Clinical NUR 201 Clinical NUR 101 Clinical NUR 201 Clinical NUR 203 Clinical

98 DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES 8/25/11 Patricia DeLucia BSN Southern Connecticut State University MSN University of Hartford 1/22/14 Susan Doolittle BSN - Southern Connecticut State University MSN Sacred Heart University 8/24/12 Andrea Eckels BSN Southern Connecticut State University MSN Benedictine University 1/21/11 Lois Edelman BSN University of New York at Buffalo MSN Southern Connecticut State University 1/24/06 Lynne Falcigno BSN- University of Bridgeport MPH- Southern Connecticut State University Permanent waiver SBEN- 4/2013 1/23/15 Anna Gut BA Child and Adolescent Psychology BSN Western Connecticut State University MSN University of Connecticut 10/23/09 Annette Haller BSN- Southern Connecticut State University MSN Southern Connecticut State University 4/10/09 Kathleen Heim BSN- University of Connecticut MSN- University of Phoenix 8/25/10 Kathleen Kelly BSN University of Phoenix MSN University of Phoenix 1/21/13 Debra King BSN Central Connecticut State University MSN University of Hartford 8/30/12 Rosale Lobo BSN Long Island University, Brooklyn Campus MSN Hunter College 8/26/11 Tracy Lynch BSN Villanova University MSN University of Hartford 1/23/15 Carla Mapelli BSN- Quinnipiac University MSN- Family Nurse Practitioner- Sacred Heart University 1/26/09 Philip Martinez BS- Forensic Science- University of New Haven MSN Yale University School of Nursing 92 Medical-Surgical Medical-Surgical Medical-Surgical, Home Health Care Medical-Surgical Maternal- Child Health Psychiatric/Mental Health Medical-Surgical, Infection Control Perioperative Occupational Health Medical-Surgical, Critical Care Medical-Surgical, Perioperative Medical-Surgical, Pediatrics, Home Care, Legal Nurse Consultant Pediatrics Cardiac Intensive Care Medical Surgical Critical Care NUR 201 Classroom NUR 201 Clinical NUR 203 Clinical NUR 101 Clinical NUR 102 Clinical NUR 203 Clinical NUR 102 Clinical NUR 203 Clinical NUR 101 Clinical NUR 102 Clinical NUR 101 Clinical NUR 102 Clinical NUR 101- Clinical Lab Assistant- NUR 101, NUR 102, NUR 203 NUR 101 Clinical NUR 102 Clinical NUR 101 Classroom NUR 102 Clinical NUR 201 & NUR 203 Classroom NUR 102 Clinical NUR 202 & NUR 204 Classroom

99 DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES Advanced Practice Registered Nurse- Adult 8/28/13 Mariette McCourt BS Sociology, Southern Conn. State Univ. Masters Psychology, Connecticut College MSN Yale School of Nursing 8/28/13 Donna McKeehan BSN Sacred Heart University MSN Sacred Heart University 1/21/05 Maria Merola Diploma (Nursing)- Bridgeport Hospital School of Nursing BS- Secondary Education- Southern Connecticut State University MSN Fairfield University 8/26/11 Mary Mitchell-Haddad BSN Pace University MS Columbia University 1/17/03 Rose Moss AA- Liberal Arts- Mattatuck Community College AS- Nursing - Mattatuck Community College BSHS New Hampshire College MSN- University of Hartford DNP- Walden University 8/28/13 Victoria Ogbejesi BS University of Nigeria MSN Quinnipiac University 8/26/11 Sam Osei AS (Nursing) - Gateway Community College BS Charter Oak State College MSN University of Hartford 1/22/14 Rowena Saga-Abrina BSN San Pedro College, Philippines MSN Quinnipiac University 8/26/11 Patrizia Schaefer BSN Quinnipiac University MSN Sacred Heart University 1/21/11 Audrey Senior BSN Southern Connecticut State University MSN Southern Connecticut State University Medical-Surgical NUR 101 Clinical Medical-Surgical NUR 201 Psychiatric/Mental Health Critical Care, Neurology, Psychiatric/Mental Health Psychiatric/Mental Health Medical-Surgical Medical-Surgical, Rehabilitation Medical-Surgical, Cardio-thoracic Medical-Surgical Medical-Surgical, Critical Care NUR 203 Clinical & Lab - Psychiatric NUR 101 Clinical NUR 102 Clinical NUR 203 Clinical & Lab - Psychiatric NUR 201 Clinical NUR 203 Clinical NUR 102 Clinical NUR 201 Clinical NUR 201 Clinical NUR 101 Clinical NUR 102 Clinical NUR 203 Clinical 93

100 DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES 9/19/14 Caitlin Sollitto BSN Southern Connecticut State University MSN Southern Connecticut State University 1/21/11 Cecrystal Umeugo BSN Quinnipiac University MSN Sacred Heart University J.D. Quinnipiac University AND Gateway Community College 12/1/11 Dorota Urban AS (Nursing)- Gateway Community College MSN Walden University Critical Care Medical-Surgical, Oncology Psychiatric/Mental Health NUR 101 Clinical NUR 102 Clinical NUR 102 & NUR 203 Classroom NUR 203 Clinical LABORATORY STAFF CREDENTIALS DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND 8/30/12 Nancy Antell BS Health Sciences Charter Oak State College MSN University of Hartford 8/28/13 Nana Bernasko BSN Thomas Jefferson University, Philadelphia MSN - Thomas Jefferson University, Philadelphia 1/08 Joyce Cunneen AS (Nursing) Mattatuck Community College BSN Sacred Heart University MSN University of Hartford 1/10/14 Catherine D Aniello BSN University of Connecticut MSN University of Hartford 6/09 Connie Donovan Diploma, Massachusetts General Hospital, School of Nursing BSN- Boston College MSN- University of Pennsylvania AREA OF CLINICAL EXPERTISE Medical-Surgical, Nursing Informatics, EHR Medical-Surgical Medical Surgical Nursing, Critical Care Medical-Surgical, Long-Term Care Coordination, Simulation Medical Surgical Nursing & Oncology Nursing ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES Simulation Lab- NUR 101, NUR 102, NUR 203 Lab Assistant- NUR 101, NUR 102, NUR 203 Simulation Lab- NUR 101, NUR 102 & NUR 203 Simulation Lab- NUR 101, NUR 102, NUR 203 Lab Assistant- NUR 101, NUR 102, NUR

101 DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND 11/30/12 Paul Fontanez BSN New York University MBA Post University 8/28/13 Adria Griesing BSN Central Connecticut State University MSN Scared Heart University AREA OF CLINICAL EXPERTISE Medical-Surgical, Emergency, Critical Care Medical-Surgical, Post Anesthesia Care ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES Simulation Lab- NUR 101, NUR 102, NUR 203 Simulation Lab - NUR 101, NUR 102, NUR 203 2/25/11 Maria Jorge AS (Nursing)- Gateway Community College BSN Chamberlain College School of Nursing 1/21/11 Erin Kehlenbach AS (Nursing)- Gateway Community College BSN Chamberlain College School of Nursing online 8/22/14 Dana McKeehan AS (Nursing)- Gateway Community College BS Eastern Connecticut State University MSN Walden University 1/20/12 Cecilia Monahan BSN Boston College Medical-Surgical, MSN University of Pennsylvania Geriatrics 9/2/03 Kathleen Murphy BSN Boston State College Medical Surgical- Nephrology, Perioperative 8/26/11 Margaret Pinto BSN Southern Connecticut State University MA Mitchell College, Graduate Institute 3/21/14 Hannah Roncallo AS (Nursing)- Gateway Community College BSN Sacred Heart University 9/1/06 Nancy Tipping BSN Quinnipiac College MSN Southern Connecticut State Univ. 8/30/12 Moniek Vazquez- Ferneini AS (Nursing)- Bridgeport Hospital School of Nursing BS Health Sciences, Quinnipiac University Medical-Surgical Lab Assistant NUR 101, NUR 102, NUR 203 Medical-Surgical, Lab Assistant Geriatrics Acute Care NUR 101, NUR 102, NUR 203 Medical- Surgical- Lab Assistant & Simulation Lab- Cardiothoracic NUR 101, NUR102, NUR 203 Medical-Surgical, Oncology, Postoperative Medical-Surgical, Maternity Lab Assistant NUR 101, NUR 102, NUR 203 Lab Assistant - NUR 101, NUR 102, NUR 203 Lab Assistant NUR 101, NUR 102, NUR 203 Lab Assistant NUR 101, NUR 102, NUR 203 Medical Surgical Lab Assistant NUR 101, NUR 102, NUR 203 Medical-Surgical Lab Assistant - NUR 101, NUR 102, NUR

102 Table 6.3 NAUGATUCK VALLEY COMMUNITY COLLEGE FULL-TIME FACULTY CREDENTIALS INITIAL APPOINT- MENT TO NVCC 5/13/2005 PT 8/21/2009 to FT FACULTY MEMBER Anderson, Lisa RANK Assistant Professor EDUCATIONAL BACKGROUND BSN Central Connecticut State University MSN University of Hartford AREA OF CLINICAL EXPERTISE Medical Surgical NUR 201 NUR 203 NUR 204 ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY 8/13/2008- Retired 6/1/2015 Belcourt, Heather Professor (Retired) 8/29/2008 Bish, Kimberly Assistant Professor 8/25/1994 Brown-Yaworsky, Laura Professor 1/14/2011 de Hertogh, Anne Clinical Coordinator BSN Southern Connecticut State University MSN Walden University BSN Grand Canyon University MSN South University BSN University of Hartford MSN University of Hartford CNE BSN University of Rhode Island MSN University of CT 8/25/2003 Frigo, Susan Professor BSN Central Connecticut State University MSN APRN MCP Hahnemann University CNE 10/12/1993 George, Eileen Professor Director BSN Central Connecticut State University MSN Southern Connecticut State University DNP Chatham University 9/1/1998 Kelley, Kristine Professor BSN St. Joseph College MSN Western Connecticut State University CNE Medical Surgical NUR 101 NUR 102 NUR 103 Medical Surgical NUR 201 NUR 203 NUR 205 Medical Surgical NUR 101 NUR102 Medical Surgical Perinatal Medical Surgical Medical Surgical Medical Surgical NUR101 NUR 201 NUR 102 NUR 203 NUR 204 NUR 205 NUR 101 NUR102 Director, Allied Health, Nursing & Physical Education NUR103 NUR 201 NUR 203 NUR

103 INITIAL APPOINT- MENT TO NVCC FACULTY MEMBER 8/1/2000 Kepka-Leach, Felicia RANK Professor EDUCATIONAL BACKGROUND BSN University of Connecticut MSN University of Hartford 6/3/1996 Levesque, Joanne Professor BSN Salve Regina College MSN University of Hartford 1/4/1993 Manka, Mary Professor BSN Central Connecticut State University MS University of Connecticut APRN CNE AREA OF CLINICAL EXPERTISE Medical Surgical NUR 201 NUR 203 NUR 202 Medical Surgical Perinatal ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY NUR 101 NUR 102 NUR103 NUR 204 Medical Surgical NUR 201 NUR 203 NUR 205 8/17/2007 Murphy, Kathryn Associate Professor 8/20/2010 Petruzzi, Elizabeth Clinical Coordinator 6/20/2008 Pirotta, Monica Associate Professor BSN Southern Connecticut State University MSN University of Hartford BSN Western CT State University MSN Walden University BSN University of Hartford MSN University of Hartford Maternal Child Medical Surgical Medical Surgical NUR 101 NUR102 NUR 205 NUR101 NUR 201 NUR 102 NUR 202 NUR 203 NUR 204 Medical Surgical NUR 201 NUR 203 8/25/2014 Roosa, Sandra Assistant Professor BSN Western CT State University MSN University of CT PhD University of CT 8/28/1997 Taylor, Karen Professor BSN Western Connecticut State University MSN Southern Connecticut State University CNE 8/25/2012 Wilborne, Stefanie Assistant Professor BSN Southern CT State University MSN Sacred Heart University Medical Surgical Leadership/ Mgt. Perinatal Medical Surgical NUR 101 NUR 102 NUR 201 NUR 203 Medical Surgical NUR 101 NUR

104 PART-TIME FACULTY CREDENTIALS DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES 8/12/2011 Benton, Jody BSN Florida Atlantic University MSN Barry University Medical Surgical 9/14/2014 Brady, Michelle BSN Central CT State University Medical MSN University of Hartford Surgical 8/25/1997 Crowell, Sandra BSN University of Rhode Island Medical MSN Southern CT State University Surgical 8/17/2007 Faucher, Wanda BSN University of CT Medical MPS Quinnipiac College Surgical 9/1/2004 Foley, Diane BSN, MSN University of CT Medical Surgical 1/10/2014 Grealis, Bree BSN Minnesota State University Perinatal MSN Frontier Nursing University Medical 9/14/2007 Guertin, Judy BSN, MSN Western Governors University 8/9/2013 Hamilton, Derri BSN Sacred Heart University MSN St Joseph University 6/6/2008 Hanlon, Tara BSN State University of New York MSN Pace University 1/20/2015 Marquis, Tammy BSN Central CT State University MSN University of CT 8/20/2009 Mobilio, Ursula BSN Western Connecticut State University MSN University of Hartford 8/29/1981 FT Nackid, Cynthia BSN Boston College 8/19/2011 to PT MSN University of Hartford 1/20/2015 Normand, Elizabeth BSN, MSN Southern CT State University DNP Quinnipiac University Surgical Medical Surgical Medical Surgical Mental Health NUR 201 NUR 203 NUR 203 Laboratory Staff Pre nursing Advisor Laboratory Staff NUR 101 NUR 102 NUR 201 NUR 203 NUR 204 NUR 201 NUR 203 Medical Surgical NUR 101 NUR 102 NUR 103 Medical Surgical NUR 101 NUR 102 Medical Surgical NUR 201 NUR 203 Medical NUR 201 Surgical NUR 203 Medical NUR 101 Surgical 8/9/2013 Oliveira, Lisa BSN Central CT State University Medical NUR

105 DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES MSN, FNP Southern CT State University Surgical NUR 102 8/19/2004 Parkhurst, Karen BSN Western CT State University MSN Pace University Medical Surgical NUR 101 NUR 102 9/2/2005 Siraco, Laurie BSN Southern Connecticut State University MSN University of Hartford Medical Surgical NUR 101 NUR 102 8/12/2011 Vilsaint, Angela BSN Molloy College MSN Sacred Heart University Medical Surgical NUR 201 NUR 203 7/16/2003 Stein, Nancy BSN Western Connecticut State University MSN Saint Joseph College Perinatal Community NUR 101 NUR 102 3/2/1973 Sullivan, Mary BSN Boston College MED University of Hartford MSN Southern Connecticut State University 1/11/2001 Tetreault-Kania, BSN University of CT Medical Surgical Medical Surgical Community Medical Mauneen MSN University of Hartford Surgical 8/17/2007 Woods, Jean BSN Trenton State University Medical Surgical NUR 103 Clinical Coordinator Laboratory Staff Laboratory Staff 99

106 Table 6.4 Northwestern Connecticut Community College FULL-TIME FACULTY CREDENTIALS INITIAL APPOINT- MENT TO NWCTCC FACULTY MEMBER 8/2011 Jayne Goodrich- Mednick Rank Associate Professor EDUCATIONAL BACKGROUND MSN University of Hartford BSN University of Michigan 1/2012 Erica Mumm Assistant Professor MSN University of Hartford BSN St Joseph College 5/2013 Jessica Palozie Assistant Professor MSN University of Connecticut BSN Hartwick College 8/2011 D. Pamela Rose Assistant Professor MSN University of Hartford BSN Central Connecticut State University ADN Quinnipiac College AREA OF CLINICAL EXPERTISE Nursing Education Medical-Surgical School Nursing Maternal Special Care Oncology Gynecology Community Health Obstetrics Nursing Education Cardiac; Telemetry Medical-Surgical Intensive Care Medical-Surgical Internal Medicine Cardiology Pharmacology, Employee Health Pediatric Psychiatric Care Emergency Care Intensive Care Cardiac Care ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY NUR 201 Lecture (T) Clinical (T), Co-course Leader (O) NUR 203 Lecture (T), Clinical (T), Co-course Leader (O) NUR 205 Lecture (T) NUR 101 Lecture (T) Clinical (T), Course Leader (O) NUR 102 Lecture (T) Clinical (T) NUR 101 Clinical (T) NUR 102 Lecture (T) Clinical (T), Course Leader (O) NUR 201 Lecture (T) Clinical (T), Co-course Leader (O) NUR 202 Lecture (T) NUR 203 Lecture (T) Clinical (T), Co-course Leader (O) NUR 204 Lecture (T) 100

107 PART-TIME FACULTY CREDENTIALS DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND 1/2014 Tiffany Belanger MSN Sacred Heart University BS University of Connecticut ADN St. Vincent s College 5/2014 Jody Benton MSN Barry University BSN Florida Atlantic University 1/2015 Michelle Brady MSN University of Hartford BS Central Connecticut State University ADN Naugatuck Valley Community College 1/2015 Cheryl Crump MSN University of Phoenix ADN Berkshire Community College 1/2012 Pamela Hyman MSN University of Hartford BSN University of Arkansas at Pine Bluff 5/2015 Kerri Langevin MSN Yale University BSN Simmons College 8/2011 Linda Kowalczuk MSN University of Connecticut BSN University of Connecticut ADN Vermont College 1/2015 Nancy Smith MSN University of Hartford BSN Columbia University AREA OF CLINICAL EXPERTISE Medical-Surgical Nursing Medical-Surgical Nursing, Cardiac and Intensive Care Medical-Surgical Nursing Emergency Medicine, Community Nursing Medical-Surgical Nursing, Oncology Home and Ambulatory Health Care Medical-Geriatric Psychiatric Adolescent and Pediatric Medical- Surgical Nursing Medical-Surgical Adult Care Critical Care Cardiac Rehab PACU Home Care Hospice Pediatric and Adult Medical-Surgical Nursing ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES NUR 203 Clinical (T) NUR 102 Clinical (T) NUR 102 Clinical (T) NUR 203 Clinical (T) NUR 201 Clinical (T) NUR 101 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 102 Clinical (T), Lecture (T) NUR 102 Clinical (T) NUR 201 Clinical (T) NUR 203 Clinical (T) NUR 102 Clinical (T) NUR 203 Clinical (T) 101

108 DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND 1/2013 Anne Marie Vilhotti MSN University of Phoenix BS Central CT State University 1/2014 Jaclyn Vincent MSN Quinnipiac University BSN Saint Joseph College 1/2012 Diana Wigham MSN University of Hartford BA Mount Holyoke College AA Holyoke Community College Diploma Peter Bent Brigham Hospital School of Nursing AREA OF CLINICAL EXPERTISE Medical-Surgical Nursing, Oncology, Informatics Adult and Pediatric Medical-Surgical Nursing Maternal-Child Health Nursing, Diabetes Education, Simulation ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES NUR 101 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 103 Lecture (T) NUR 201 Clinical (T) NUR 101 Clinical (T) NUR 101, 102, 201, 203 Laboratory (T) 102

109 INITIAL APPOINT- MENT TO NCC 12/ / / /2007 FACULTY MEMBER Loris Edwards Table 6.5 Norwalk Community College Faculty Credentials Rank Clinical Supervisor FULL TIME FACULTY CREDENTIALS EDUCATIONAL BACKGROUND BSN -Mercy College MSN- Mercy College Susan George Associate BSN -University of Evansville MA Nursing Education Columbia University Teachers College 09/2003 Christa Hartch Assistant Professor BSN -University of Virginia MSN-Yale University 08/2000 Kathleen Hayes Professor B.S. Nursing Pace University M.S.- University of Bridgeport MSN- Western Connecticut State University 09/ /2005 Barbara Jarboe Professor BSN -Sacred Heart University MSN-Southern Connecticut State University AREA OF CLINICAL EXPERTISE Medical Surgical Nursing Adult Medical Surgical Adult Medical Surgical Fundamentals Medical Surgical Nursing FNP Medical Surgical Nursing ACADMEMIC TEACHING (T) AND OTHER AREAS OF RESPONSIBILITY (O) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 203 Classroom and Clinical (T) NUR 204 Classroom (T) Co-course Leader NUR 203 (O) NUR 102 Classroom and Clinical (T) NUR 103 Classroom (T) NUR 101 Classroom and Clinical (T) Co-Course Leader NUR 101 (O NUR 201 Classroom and Clinical (T) NUR 202 Classroom (T) 08/ /2009 Diane Kiraly Assistant Professor BSN -Russell Sage College MSN-Southern Connecticut State University Fundamentals Medical Surgical Nursing NUR 101 Classroom and Clinical (T) Co-Course Leader NUR 101 (O) 01/2002 Dorothy Lay Professor BSN -University of Bridgeport MSN- Sacred Heart University MBA- Sacred Heart University DNP- Western Reserve University Fundamentals and Maternal-Child Nursing NUR 102 Classroom and Clinical (T) NUR 103 Classroom (T) Course Leader 103

110 INITIAL APPOINT- MENT TO NCC 08/ / / /2007 FACULTY MEMBER Judy Mocciola Cheryl Moore Rank Associate Professor Clinical Supervisor EDUCATIONAL BACKGROUND BS -University of New Haven MSN-Fairfield University BS-Johnson & Wales University BSN-Fairfield University MBA& MSN-Sacred Heart University AREA OF CLINICAL EXPERTISE Adult Medical Surgical Adult Medical Surgical ACADMEMIC TEACHING (T) AND OTHER AREAS OF RESPONSIBILITY (O) NUR 102 (O) NUR 201 Classroom and Clinical (T) NUR 202 Classroom (T) Co-course Leader NUR 201 (O) NUR 201 Clinical Simulation (T) NUR 203 Clinical (T) 12/ /2008 Marlene Overton Clinical Supervisor BS -Western Connecticut State University MSN-Western Connecticut State University Adult Medical Surgical NUR 102 Clinical (T) NUR 203 Clinical (T) 01/2009 Katherine Roarty Assistant Professor BSN -Catholic University of America MSN-New York University Adult Medical Surgical NUR 203 Clinical (T) 09/22/78 01/20/95 Maryann Tessier Associate Professor 9/2013 Cathleen Caulfield Simulation Laboratory Coordinator BSN- University of Bridgeport MSN- Western Connecticut State University BSN - Fairfield University MSN - College of New Rochelle Post-Master s Certificate - Sacred Heart University Adult Medical Surgical Nursing Management and Trends Certified Nurse Educator Pediatric and Adult Medical Surgical NUR 201 Classroom and Clinical (T) NUR 202 Classroom (T) NUR 205 Classroom (T) Co-course Leader NUR 201 (O) Department Chair of Nursing (O) NUR 102 Simulation NUR 201 Simulation NUR 203 Simulation 104

111 PART-TIME FACULTY CREDENTIALS DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES 01/2013 Wendy Dembeck- Fitzgerald BSN -Russell Sage College MA - Nursing Ed. and Admin. Post-graduate: Psychological and Social Counseling New York University Ackerman Institute for Family Therapy, New Yor 01/2008 Denise Gallo BSN -Fairfield University MSN& FNP-BC Fairfield University 08/2011 Denise Lungariello- Griffin 08/20108/2014 Brenda Hooper ASN-University of Bridgeport BSN -Sacred Heart University MSN-Sacred Heart University BSN -Fairfield University MSN(C)- Southern Connecticut University Temporary Waiver 08/2013 Virginia King BSN -Universidad Adventista de Centro MSN-Benedictine University 01/2012 Patricia Lamb BSN -University of Bridgeport MA-Nursing Education New York University 8/2014 Tracey Evans BSN-Pace University MSN -Columbia University 2/2015 Jackie Dunn BSN-William Paterson University MSN-APRN Columbia University 08/2014 Soraya Rosenfield BA -Cornell University MSN-Fairfield University 08/2004 Nimfa Santos BSN -University of St.Tomas, Manila, Philippines MSN-St. Louis University, Phil. Nursing & Allied Health Advising & Counseling Adult Medical Surgical Adult Medical Surgical Adult Medical Surgical Maternal-Child Adult Medical Surgical Medical-Surgical Emergency/ Trauma Pediatric Medical-Surgical Adult Medical- Surgical Clinical Nurse Leader Adult Medical Surgical Nursing and Allied Health Advisor/Counselor NUR 101 Clinical (T) NUR 102 Clinical (T) Nursing LaboratoryNUR 101 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 101 Clinical (T) NUR 102/201 Clinical 105

112 DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES 8/2014 Linda M. Smith BSc.A-Alfred University (Nursing) MSc.A-McGill University 01/2011 Carol Ann Wetmore BSN -University of Connecticut MSN-Yale University 06/2004 Carol Yoder BSN -University of Bridgeport MSN-University of North Carolina Chapel Hill Family Psychiatric and Mental Health Nurse Practitioner Adult Medical Surgical Adult Medical Surgical Nursing Management and Trends LABORATORY STAFF CREDENTIALS DATE OF HIRE FACULTY MEMBER EDUCATIONAL BACKGROUND 1/2013 Kerianne Brennan BSN-Molloy College Enrolled SHU MS Ed Fall /2013 Cathleen Caulfield BSN - Fairfield University MSN - College of New Rochelle AREA OF CLINICAL EXPERTISE Adult Medical Surgical Critical Care Nursing Pediatric and Adult Medical Surgical Post-Master s Certificate - Sacred Heart University 5/2010 Catherine Devine* BSN Fairfield University Adult Medical Surgical 8/2007 Gail Favano* Diploma Greenwich Hospital School of Nursing Adult Medical Surgical ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES Scheduling lab experiences, coordinating across RN and AH program needs and supervising laboratory supplies and inventory (O) Simulation Laboratory Coordinator (O) (T) Assist in lab set up, student scheduling and learning activities(o) Assist in lab set up, student scheduling and learning activities(o) 106

113 Table 6.6 Three Rivers Community College FULL-TIME FACULTY CREDENTIALS INITIAL APPOINT MENT TRCC FACULTY MEMBER RANK EDUCATIONAL BACKGROUND Aug 2014 Cynthia Arpin Assistant Professor BSN University of Hartford MSN University of Hartford Sep 2001 Teri Ashton Associate Professor BSN - Central Connecticut State University MSN - University of Hartford Aug 2013 MaryAnn Brescia Assistant Professor BSN University of Hartford MSN - University of Hartford Aug-2013 Patricia Colonghi Assistant Professor BS Charter Oak State College MSN University of Hartford Aug-2011 Nancy Czarzasty Associate Professor BSN Sacred Heart University MS University of Arizona Aug 2007 Joan Graham Professor BSN Holy Family College MSN Drexel University Aug 2003 Anne Lamondy Professor BSN - St. Joseph College MSN, APRN - Medical College of Pennsylvania Hahnemann University Aug 2009 Edith Ouellet Associate Professor BSN - Central Connecticut State University MSN - University of Hartford AREA OF CLINICAL EXPERTISE Public Health Maternal-Child health Emergency nursing Medical Surgical Critical Care Cardiac CNE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY NUR 102, NUR 205 Classroom & Clinical (T) NUR 201, NUR 202, NUR 205 Classroom & Clinical (T) Course Leader (O) Simulation (O) Medical Surgical NUR 203, NUR 205 Classroom & Clinical (T) Behavioral Health NUR 203, NUR 205 Classroom & Clinical (T) Medical Surgical NUR 201, NUR 205 Critical Care Classroom & Clinical (T) Course Leader (O) Medical Surgical CNE Obstetrics APRN Women's Health IV Therapy Medical Surgical Mat/Child Neonatal ICU NUR 203, NUR 103, NUR 205 Classroom & Clinical (T) Course Leader (O) LPN Advisor (O) NUR 102, NUR 103, NUR 205 Classroom & Clinical (T) Course Leader (O) Faculty Mentor (O) Director of Nursing & Allied Health Supervisor of Waivered Clinical Faculty Faculty Mentor 107

114 INITIAL APPOINT MENT TRCC FACULTY MEMBER RANK EDUCATIONAL BACKGROUND Aug 2014 Krista Prendergast Assistant Professor BSN University of Connecticut MSN University of Rhode Island Aug 2003 Lillian Rafeldt Associate Professor BSN - State University of New York at Down State MA - New York University Aug 2005 Nancy Scrivano Associate Professor BS - Eastern Connecticut State University MSN - University of Hartford Aug 2014 Maria Sparmer Assistant Professor BSN Central Connecticut State University MSN University of Hartford Aug 1987 Francine Wallett Professor BSN - University of Rhode Island MSN -Boston University AREA OF CLINICAL EXPERTISE ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITY Simulation (O) NUR 205 (T) Medical Surgical NUR 101, NUR 205 Classroom & Clinical (T) Medical Surgical Gerontology Community Health CNE Medical Surgical Specialty Critical Care Peri-Operative CNE NUR 101, NUR 108 NUR 205 Classroom & Clinical (T) Course Leader (O) eportfolio (O) Simulation (O) Faculty Mentor (O) NUR 201, NUR 202, NUR 205 Classroom & Clinical (T) Course Leader (O) Faculty Mentor (O) Preceptorship (O) Medical Surgical NUR 101, NUR 205 Classroom & Clinical (T) Medical Surgical NUR 203, NUR 205 Cardiac Classroom & Clinical (T) Critical Care Faculty Mentor (O) Oncology 108

115 THREE RIVERS PART-TIME FACULTY CREDENTIALS DATE OF HIRE TRCC FACULTY MEMBER EDUCATIONAL BACKGROUND Aug 2010 Melissa Bargnesi BSN - University of Hartford MSN - University of Hartford Jan 2009 Sandra Basley BSN University of Connecticut MSN University of Hartford Aug 2007 Jill Blain BA - Assumption College MSN - University of Phoenix Aug 2010 Elizabeth Briglia BSN - University of Connecticut MSN - University of Hartford Jan 2015 Teresa Cahill-Griffin BSN University of Hartford MSN University of Hartford Aug 2014 Jennifer Christopher BSN University of Rhode Island MSN Gonzaga University Aug 1989 Judy Dollard BSN - NE Baptist Hospital School of Nursing MSN - University of Connecticut Jan 2010 Shawna Edwards BSN - St Joseph College MS, Nursing - University of Connecticut Jan 2011 Barbara Fisher BS University of Connecticut MS University of Hartford Aug 2014 Jennifer Forthofer BS University of Connecticut MSN University of Hartford Aug 2013 Kathleen Gauthier BSN Saint Anselm College MSN Stony Brook University Aug 2013 Stephanie Greaney BSN University of Connecticut MS, Nursing University of Connecticut AREA OF CLINICAL EXPERTISE Medical Surgical Emergency Medical Surgical Emergency Medical Surgical Geriatrics Palliative Care Hospice Sub Acute Rehab Medical Surgical Orthopedic Emergency Nursing Labor/Delivery Medical Surgical Medical Surgical Maternal Child Medical Surgical Medical Surgical Medical Surgical Medical Surgical CNM (Certified Nurse Midwife) Medical Surgical ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES NUR 203 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 102 Clinical (T) NUR 101 Clinical (T) NUR 102 Clinical (T) NUR 203 Clinical (T) NUR 201 Clinical (T) NUR 201 Clinical (T) NUR 102 Clinical (T) NUR 201 Clinical (T) 109

116 DATE OF HIRE TRCC FACULTY MEMBER EDUCATIONAL BACKGROUND Aug 1989 Martha Healy BSN - Russell Sage College M.Ed. - Boston University Permanent Waiver, SBEN Aug-14 Kathleen Heim BSN University of Connecticut MSN University of Phoenix Aug 2014 Sarah Korpak BSN temporary waivered May 2015 Sacred Heart University MSN pending May 2015 Sacred Heart University Oct 2014 Bernadette Marshall BSN temporary waivered May 2015-Jacksonville University MSN expected graduation May 2016 Western Governors University Jan 2005 Laurie Matney BSN - University of Rhode Island MS, Nursing - University of Connecticut Jan 2013 Heidi Morse BSN University of Hartford MSN University of Hartford Jan 2013 Lisa Orowson BSN University of Connecticut MSN University of Hartford Jan 2013 Colleen Planchon BSN Rhode Island College MSN Rhode Island College Jan 2010 Zina Ruban BSN - St. Joseph College MS, Nursing University of Connecticut Sep 2009 Kristin Scarlata BSN - University of Connecticut MS/APRN - University of Connecticut Jan 2010 Paula Sullivan BSN - Central Connecticut State University MSN - Walden University Aug 2009 Lori Godaire BSN University of Connecticut MS, Nursing University of Connecticut Jan 2010 Kim Kobelski BSN Southern Connecticut State University MSN University of Hartford AREA OF CLINICAL EXPERTISE Medical Surgical Community Health Medical Surgical Behavioral Health Medical Surgical Medical Surgical Home Care Medical Surgical Critical Care Medical Surgical Staff Development Behavioral Health Medical Surgical Medical Surgical Medical Surgical Women's Health Primary Care Adults Medical Surgical Dialysis Medical Surgical Critical Care Medical Surgical ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES NUR 101 Clinical (T) NUR 203 Clinical (T) NUR 201 Clinical (T) NUR 101 Clinical (T) NUR 203 Clinical (T) NUR 203 Clinical (T) NUR 203 Clinical (T) NUR 203 Clinical (T) NUR 203 Clinical (T) NUR 102 Clinical (T) NUR 201 Clinical (T) Lab Tutor NUR 101, NUR 102, NUR 201, NUR 203 (O) Lab Assistant 110

117 DATE OF HIRE TRCC FACULTY MEMBER EDUCATIONAL BACKGROUND Sep 1997 Linda Moscaritolo BSN - University of Rhode Island MS-HCM - Rensselaer - HGC MSN - St Joseph College of Maine Aug-2006 Suzanne Turner BSN University of Rhode Island MSN Saint Joseph s College of Maine AREA OF CLINICAL EXPERTISE Medical Surgical Critical Care Emergency ACADEMIC TEACHING (T) AND OTHER (O) AREAS OF RESPONSIBILITIES NUR 101, NUR 102, NUR 201, NUR 203 (T) Lab Assistant NUR 101, NUR 102, NUR 201, NUR 203 (T) NUR 201 Clinical (T) Full Time Lab Instructor NUR 101, NUR 102, NUR 201, NUR 203 (T) 111

118 CRITERION 7 The number of faculty and the faculty/student ratio are adequate to meet the nursing program outcomes and are in compliance with the regulations. [Regulations, Section (a)(2)(a)(b)(c)] (a)(2)(a)(b)(c) There shall be faculty sufficient to meet the educational outcomes of the program, the learning needs of the students, and the safety of the recipients of Health Care Services. (A) The overall faculty/student ratio shall be no less than one(1) clinical faculty member for every ten (10) students engaged in direct patient care experiences. (B) The preceptor to student ratio shall be no less than one (1) preceptor for every (2) students. Preceptors shall work in collaboration with program faculty, who retain responsibility for student evaluation. The ratio of faculty to precepted students shall be no less than one (1) faculty member for every sixteen (16) students. (C) Upon written request from the program director, the board, may, with its discretion and after reviewing the merits of the request, provide a temporary exception from the mandated faculty/student ratio. The number and utilization of full and part-time faculty ensure that program goals and outcomes are accomplished. Working conditions and workload for full-time faculty are specified in the collective bargaining agreements between the Board of Regents and the Congress of Connecticut Community Colleges (4 C s) Article X and of the American Federation of Teachers (AFT) Article VIII. The contract provides for full-time tenure track faculty members participation in classroom, clinical and laboratory instruction (12 credit/contact hours per semester) and college service (3 credit/contact hours of Additional Responsibilities) for a total of 15 credit hours. The contracts provide guidance for responsibilities related to teaching, preparation of syllabi, office hours, academic advisement, maintenance of student records and participation in college and department activities. The nursing faculty at each college uses a team teaching approach for the theoretical component of the curriculum. Faculty members meet to discuss course content, design learning activities and develop test questions; responsibilities are divided among course faculty members. Full-time faculty members are available three hours per week for office hours to meet with students for advising and tutoring. Many faculty members also provide a substantial amount of 112

119 hours beyond required office hours for test review and student support. Full-time faculty members teach two days a week in the clinical area as part of their normal teaching load. Activities related to Additional Responsibilities are intended to contribute to the mission, goals, and priorities of the college as well as the personal and professional growth of the faculty member and may include such things as review of patient charts for clinical experiences, preparation of special reports such as accreditation, and participation on statewide committees. Additional Responsibilities are proposed by the faculty member, and agreed upon with the Nursing Director and appropriate college specific individual. Faculty members submit a written report of completed activities annually. The need for part-time clinical faculty is anticipated each spring and funds are allocated through each college s budget process for the upcoming academic year. The programs have consistently been able to hire a sufficient number of part-time clinical faculty members to meet program goals and regulatory standards. Faculty to student clinical ratios is examined each semester by the faculty and the Nursing Director to ensure compliance with the Connecticut State Regulations for nursing education programs. Though the number of students assigned to each clinical group may exceed 8 students to 1 faculty, as part of each clinical rotation students are assigned to areas for relevant observational experiences ensuring that on any given day the inpatient unit faculty to student ratio is 1:8 and in many cases is 1:<8. Observational experiences may involve outcome driven assignments to community or homecare agencies, school based clinics, etc. If preceptors are utilized they are in accordance with the SBEN regulations (i.e. BSN prepared and maximum of 2 students to one preceptor). The ratio of faculty to students is determined by regulatory standard, 113

120 the total number of students, the student learning objectives, and the clinical facility s size, census and patient acuity. For the past five years, the faculty/student ratio at the colleges has ranged from 1:6 to 1:8. Refer to Tables 7.1 to 7.6 for the student faculty ratio at each college and are based upon academic year

121 Table 7.1 Faculty to Student Clinical Ratios Capital Community College Course and Semester Supervising Faculty Members Number of Students Faculty : Student Clinical Ratios Nursing 101 Introduction to Nursing Practice Fall 2014 NUR* 102 Family Health Nursing Spring 2015 Full-time Faculty: Cerone, Lori RN, MSN Kapinos, Linda RN, MSN Casey, Nancy RN, MSN Duclos-Miller, Pat RN, MSN Hageman, Marlene RN MSN Pavalock, Cathy RN, MSN Zupan, Alecia RN, MSN Ackerman, Jennifer RN MSN Part-time Faculty: Anderson, Janet RN MSN Anderson, Leah RN MSN Barnes, Carol-Ann RN MSN Bourne, Tanya RN MSN Bravo-Cavoli, Rosi RN, MSN Briggs, Jennifer RN MSN Bryant, June RN MSN Daniels, Jean RN MSN Emanuele, MaryAnn RN, MS Gonzalez, Megan RN MSN Guida, Kristen RN MSN DNP James, Cassandra RN MSN Palmieri, Rosemarie RN, MSN Luckey-Percy, Alison RN, MSN Full-time Faculty: Forstbauer, Mary-Joan RN MSN Casey, Nancy RN, MSN Kapinos, Linda RN, MSN Ackerman, Jennifer RN, MSN Duclos-Miller, Pat RN, MSN Hageman, Marlene RN MSN Pavalock, Cathy RN, MSN Zupan, Alecia RN, MSN 156 1: Maternity 1:7 Medical-Surgical 1:7-8 Part-time Faculty: Anderson, Leah RN MSN Barnes, Carol-Ann RN MSN Bourne, Tanya RN MSN Bravo, Alicia RN MSN Briggs, Jennifer RN MSN Daniels, Jean RN MSN Emanuele, MaryAnn RN, MS Gonzalez, Megan RN MSN Guida, Kristen RN MSN DNP Horwitz, Bonni RN MSN 115

122 Course and Semester Supervising Faculty Members Number of Students Faculty : Student Clinical Ratios James, Cassandra RN MSN Niewinski, Pat RN, MSN Ouellet, Michelle RN, MSN Rizzo, Erica RN, MSN NUR* 201 Nursing Care of Adults & Children I Fall 2014 Full-time Faculty: Forstbauer, Mary-Joan RN, BSN, MPH Leary, Catherine RN, MSN Bunting, Dawn RN, MSN Edelen, Bonnie RN, MSN, EdD Gardner Baxter, Gayle RN, MSN Lagosz, John RN, MSN Vildozola, Maureen RN, MEd Johnson, Diane RN, MSN Part-time Faculty: Bravo, Alicia RN, MSN Carroll, Shenika RN, MSN Cicero, Megan RN MSN Kubacka, Beata RN, MSN Moses, Violet RN, MSN Niewinski, Pat RN, MSN Ouellette, Michele RN, MSN Rizzo, Erica RN, MSN Shaw, Ellen RN, MSN Tu, Hsinfen RN MSN 146 1:7-8 NUR* 203 Nursing Care of Individuals and Families II Spring 2015 Full-time Faculty: Leary Catherine RN, MSN Bunting Dawn RN, MSN Cerone Lori RN MSN Edelen Bonnie RN, MSN, EdD Gardner Baxter Gayle RN, MSN Lagosz, John RN, MSN Vildozola Maureen RN, Med Johnson, Diane RN, MSN Part-time Faculty: Bryant, June RN MS Carroll, Shenika RN, MSN Cicero, Megan RN MSN Kubacka, Beata RN, MSN Luckey-Percy, Alison RN MSN Palmieri, Rosemarie RN, MSN Shaw, Ellen RN, MSN Tu, Hsinfen RN MSN 140 Medical-Surgical 1:7-8 Psychiatric 1:

123 Table 7.2 Faculty to Student Clinical Ratios Gateway Community College Course- Fall Semester, 2014 NUR* 101 Introduction to Nursing Practice Supervising Faculty Members Full-time Faculty: Susan DeBarge, MSN, CNM Lynette Palm, MSN, RN Number of Students Faculty : Student Clinical Ratios 96 1:8 Part-time Faculty: Joan Cover, MSN, RN Andrea Eckels, MSN, RN Annette Haller, MSN, RN Kathleen Heim, MS, RN Kathleen Kelly, MSN, RN Debra King, MSN, RN Mariette McCourt, MSN, RN Mary Mitchell-Haddad, MS, RN Patrizia Schaefer, MSN, RN Catlin Sollitto, MSN, RN NSG* 201 Nursing Care of Individuals and Families I NSG* 203 Nursing Care of Individuals and Families II Full-time Faculty: Suzanne Conlon, MS, RN Susan Levine, MSN, RN Joan Morrison, MSN, RN Myra Randall, MSN, RN Part-time Faculty: Mary Ann Abramczyk, MS, RN Lisa Beaucar, MSN, RN Nana Boehamaa, BSN, RN (temporary waiver) Amy Catlin, MPH, RN (permanent waiver) Nancy Clements, BSN, RN (temporary waiver) Elizabeth Cozza, MSN, RN Susan Doolittle, MSN, RN Donna McKeehan, BSN, RN (temporary waiver) Victoria Ogbejesi, MSN, RN Sam Osei, MSN, RN Rowena Saga-Abrina, MSN, RN Full-time Faculty: Tracy Blanford, MS, APRN Barbara McFarland, MSN, RN Linda Nevins, MS, APRN 98 1:6 or 1:7 45 Medical-Surgical 1:6 or 1:7 Psychiatric 1:4 or 1:6 Part-time Faculty: Debra Beaudoin, MSN, RN 117

124 Course- Fall Semester, 2014 Supervising Faculty Members Maureen Boylan-Elman, MSN, RN Lois Edelman, MSN, RN Maria Merola, MSN, RN Rose Moss, DNP, MSN, RN Audrey Senior, MSN, RN Number of Students Faculty : Student Clinical Ratios Course- Spring Semester, 2015 NUR* 102 Family Health Nursing Supervising Faculty Members Full-time Faculty: Susan DeBarge, MS, APRN, CNM Karen Kessler, MS, RN Lynette Palm, MSN, RN Myra Randall, MSN, RN Number of Students Faculty : Student Clinical Ratios 95 Medical-Surgical 1:8 Maternity 1:4 or 1:6 Part-time Faculty: Donna Brennan, MSN, RN Andrea Eckels, MSN, RN Lynne Falcigno, MPH, RN (permanent waiver) Annette Haller, MSN, RN Kathleen Heim, MSN, RN Debra King, MSN, RN Rosale Lobo, MSN, RN Carla Mapelli, MSN, RN Mary Mitchell-Haddad, MS, RN Sam Osei, MSN, RN Patrizia Schaefer, MSN, RN Catlin Sollitto, MSN, RN 118

125 Course- Spring Semester, 2015 NUR* 203 Nursing Care of Individuals and Families II Supervising Faculty Members Full-time Faculty: Tracy Blanford, MS, APRN Suzanne Conlon, MS, RN Susan Levine, MSN, RN Barbara McFarland, MSN, RN Joan Morrison, MSN, RN Linda Nevins, MS, APRN Number of Students Faculty : Student Clinical Ratios 89 Medical-Surgical 1:8 Psychiatric 1:5 or 1:6 Part-time Faculty: Jeanne Arsenault, MSN, RN Lisa Beaucar, MSN, RN Debra Beaudoin, MSN, RN Amy Catlin, MPH, RN Elizabeth Cozza, MSN, RN Susan Doolittle, MSN, RN Ana Gut, MSN, RN Maria Merola, MSN, RN Rose Moss, MSN,RN Victora Ogbejesi, MSN, RN Audrey Senior, MSN, RN Dorota Urban, MSN, RN 119

126 Table 7.3 Faculty to Student Clinical Ratios Naugatuck Valley Community College Course Fall 2014 Supervising Faculty Members Number of Students Faculty : Student Clinical Ratios Nursing 101 Introduction to Nursing Practice NUR 201 Nursing Care of Individuals and Families I Full-time Faculty: Heather Belcourt, MSN, RN Laura Brown-Yaworsky, MSN, RN Susan Frigo, MSN, APRN Joanne Levesque, MSN, RN Kathryn Murphy, MSN, RN Sandra Roosa, MSN, RN Stephanie Wilborne, MSN, RN,APRN Full Time Clinical Supervisor: Anne dehertogh, MSN, RN Elizabeth Petruzzi, MSN, RN Part-time Faculty: Bree Grealis, MSN, RN Tara Hanlon, MSN, RN Lisa Oliveira, MSN, RN, APRN Laurie Siraco, MSN, RN Nancy Stein, MSN, RN Karen Prkhurst, MSN, RN Full-time Faculty: Lisa Anderson, MSN, RN Kimberly Bish, MSN, RN Kristine Kelley, MSN, RN Felicia Kepka-Leach, MSN, RN Mary Manka, MSN, APRN Monica Pirotta, MSN, RN Karen Taylor, MSN, RN Full Time Clinical Supervisor: Anne dehertogh, MSN,RN Elizabeth Petruzzi, MSN, RN Part-time Faculty: Michelle Brady, MSN, RN Jody Benton, MSN, RN Judy Guertin, MSN, RN Ursula Mobilio, MSN, RN 116 1:7-1: :7-1:8 120

127 Course Spring 2015 Supervising Faculty Members Number of Students Faculty : Student Clinical Ratios NUR* 102 Family Health Nursing Full-time Faculty: Heather Belcourt, MSN, RN Laura Brown-Yaworsky, MSN, RN Susan Frigo, MSN, APRN Joanne Levesque, MSN, RN Kathryn Murphy, MSN, RN Sandra Roosa, MSN,RN Stephanie Wilborne, RN, MSN, APRN Full Time Clinical Supervisor: Anne dehertogh, MSN, RN Elizabeth Petruzzi, MSN, APRN 99 Maternity 1:5-1:6 Medical-Surgical 1:7-1:8 NUR* 203 Nursing Care of Individuals and Families II Part-time Faculty: Jody Benton, MSN,RN Judy Guertin, MSN, RN Tara Hanlon, MSN, RN Maureen Judd, MSN,RN Karen Parkhurst, MSN,RN Lisa Oliveira, MSN, RN Laurie Siraco, MSN, RN Nancy Stein, MSN, RN Full-time Faculty: Lisa Anderson, MSN, RN Kimberly Bish, MSN, RN Kristine Kelley, MSN, RN Felicia Kepka-Leach, MSN, RN Mary Manka, MSN, APRN Monica Pirotta, MSN, RN Karen Taylor, MSN, RN Full Time Clinical Supervisor: Anne dehertogh, MSN, RN Elizabeth Petruzzi, MSN, APRN Part-time Faculty: Heidi Aleman, MSN,RN Tiffany Belanger, MSN,RN Derri Hamilton, MSN, RN Roxanne Jackson, MSN, RN Rachel Meehan, MSN, RN Ursula Mobilio, MSN, RN Cynthia Nackid, MSN, RN 90 Medical-Surgical 1:7-1:8 Psychiatric 1:5-1:7 121

128 Table 7.4 Faculty to Student Clinical Ratios Northwestern Connecticut Community College Nursing Course and Semester Supervising Faculty Members Number of Students Faculty: Student Clinical Rations NUR* 201 Nursing Care of Individuals and Families I Fall 2014 NUR* 101 Introduction to Nursing Practice Spring 2015 NUR* 203 Nursing Care of Individuals and Families II Spring 2015 NUR* 102 Family Health Nursing Summer 2015 Full Time Faculty: Jayne Mednick Pam Rose Part Time Faculty: Linda Kowalczuk Jaclyn Vincent Full Time Faculty: Erica Mumm Jessica Palozie Part Time Faculty: Cheryl Crump Pamela Hyman Anne Marie Vilhotti Full Time Faculty: Jayne Mednick Pam Rose Part Time Faculty: Linda Kowalczuk Michelle Brady Nancy Smith Full Time Faculty: Erica Mumm Jessica Palozie Part Time Faculty: Jody Benton Michelle Brady Nancy Smith Linda Kowalczuk 30 1: : : :7 122

129 Table 7.5 Faculty to Student Clinical Ratios Norwalk Community College Course Fall 2014 Supervising Faculty Members Number of Students Faculty/Student Clinical Ratios NUR 101 Introduction to Nursing Practice NUR 102 Family Health Nursing NUR 201 Nursing Care of Individuals and Families I NUR 203 Nursing Care of Individuals and Families II Full-time Faculty: Diane Kiraly, MSN, RN Loris Edwards, MSN, RN Part-time Faculty: Denise Gallo, APRN, RN Brenda Hooper, MSNc, RN Alycia Jarvis, MSN, RN Patricia Lamb, MSN, RN Punitha Stevenson, MBA, MSN, RN Katherine Roarty, MSN, BSN Tracey Evans, MSN, BSN Full-time Faculty: Dorothy Lay, DNP, RN Christa Hartch, MSN, RN Marlene Overton, MSN, RN Part-time Faculty: Janet Genovese, MSN, RN Denise Griffin, MSN, RN Virginia King, MSN, RN Cathleen Caulfield, MSN, BSN Full-time Faculty: Judith Mocciola, MSN, RN Mary Ann Tessier, MSN, BSN Barbara Jarboe, MSN, BSN Loris Edwards, MSN, RN Cheryl Moore, MSN, BSN Part-time Faculty: Nimfa Santos, MSN, RN Soraya Rosenfield, APRN, RN Full-time Faculty: Susan George, MSN, BSN Cheryl Moore, MSN, BSN Kathleen Hayes, MSN, BS Marlene Overton, MSN, BS Part-time Faculty: Carol Ann Wetmore, MSN, BSN Gloria Fazio, MSN, BS Linda Smith, MSc.A, BSc.A 80 1:10 40 Maternal-Child 1:5 or 1:6 Medical-Surgical 1:7 39 1:7 43 1:7 123

130 Course Spring 2015 Supervising Faculty Members Number of Students Faculty/Student Clinical Ratios NUR 102 Family Health Nursing NUR 201 Nursing Care of Individuals and Families I NUR 203 Nursing Care of Individuals and Families II Full-time Faculty: Diana Kiraly, MSN, BSN Christa Hartch, MSN, RN Dorothy Lay, DNP, MSN, BSN Loris Edwards, MSN, BSN Cathleen Caulfield, MSN, BSN Part-time Faculty: Denise Griffin, MSN, RN Virginia King, MSN, RN Tracy Evans, MSN, BSN Alycia Jarvis, MSN, BSN Patricia Lamb, MSN, BSN Brenda Hooper, MSN(c),BSN Full-time Faculty: Barbara Jarboe, APRN, RN Judith Mocciola, MSN, RN Clinical Supervisor: Loris Edwards, MSN, RN Part-time Faculty: Nimfa Santos, MSN, RN Soraya Rosenfield, APRN Full-time Faculty: Susan George, MA, RN Kathleen Hayes, MSN, RN Clinical Supervisor: Cheryl Moore, MSN, RN Marlene Overton, MSN, RN Part-time Faculty: Gloria Fazio, MSN, APRN, RN Katherine Roarty, MSN, RN Carol Ann Wetmore, MSN, RN Susan Smith, APRN 76 Maternal-Child 1:5 or 1:6 Medical-Surgical 1: : :

131 Course Fall Semester, 2014 NUR* 101 Introduction to Nursing Practice Table 7.6 Faculty to Student Clinical Ratios Three Rivers Community College Supervising Number Faculty Members of Students Full-time Faculty Prendergast, Krista MSN, RN Rafeldt, Lillian MA, RN, CNE Sparmer, Maria MSN, RN Faculty/Student Clinical Ratios 48 1:8 NUR* 102 Family Health Nursing NSG* 201 Nursing Care of Individuals and Families I Part-time Faculty: Blain, Jill MSN, RN Christopher, Jennifer MSN, RN Healy, Martha M.Ed, BSN, RN (Permanent waiver) Marshall, Bernadette BSN, RN (Temporary oneyear waiver) Full-time Faculty: Arpin, Cynthia MSN, RN Graham, Joan MSN, RN, CNE, CHSE Lamondy, Anne MSN, RN Part-time Faculty: Basley, Sandy MSN, RN Briglia, Elizabeth MSN, RN Dollard, Judy MSN, RN Gauthier, Kathleen MSN, RN, CNM Scarlata, Kristin MSN, APRN Full-time Faculty: Ashton, Teri MSN, RN, CNE Czarzasty, Nancy MSN, RN Scrivano, Nancy MSN, RN Part-time Faculty: Fisher, Barbara MSN, RN Forthofer, Jennifer MSN, RN Greaney, Stephanie MSN, RN Korpak, Sarah BSN, RN (Temporary one-year waiver) 48 Maternity 1:8 Medical-Surgical 1:8 Simulation 2:8 51 Medical-Surgical 1:6 or 1:7 NSG* 203 Nursing Care of Individuals and Families II Full-Faculty: Brescia, MaryAnn MSN, RN Colonghi, Patricia MSN, RN Wallett, Francine MSN, RN Part-time Faculty: Bargnesi, Melissa MSN, RN Edwards, Shawna MS, RN 48 Medical-Surgical 1:8 Psychiatric and Mental Health 1:8 125

132 Course Fall Semester, 2014 Supervising Faculty Members Heim, Kathleen MSN, RN Matney, Laurie MSN, RN Morse, Heidi MSN, RN Orowson, Lisa MSN, RN Planchon, Colleen MSN, RN Ruban, Zina MS, RN Number of Students Faculty/Student Clinical Ratios Simulation 1:8 Course Spring Semester, 2015 NUR*101 Introduction to Nursing Practice Supervising Faculty Members Full-time Faculty: Prendergast, Krista MSN, RN Rafeldt, Lillian MA, RN, CNE Sparmer, Maria MSN, RN Part-timetime Faculty: Blain, Jill MSN, RN Christopher, Jennifer MSN, RN Marshall, Bernadette BSN, RN Sullivan, Paula MSN, RN Number of Students Faculty/Student Clinical Ratios 48 Medical-Surgical 1:8 NUR* 102 Family Health Nursing NUR* 201 Nursing Care of Individuals and Families I Full-time Faculty: Arpin, Cynthia MSN, RN Graham, Joan MSN, RN Lamondy, Anne MSN, RN Part-time Faculty: Basley, Sandy MSN, RN Briglia, Beth MSN, RN Cahill-Griffin, Teresa MSN, RN Dollard, Judy MSN, RN Gauthier, Kathleen MSN, RN, CNM Healy, Martha M.Ed, RN Full-time Faculty: Ashton, Teri MSN, RN, CNE Czarzasty, Nancy MSN, RN Scrivano, Nancy MSN, RN Part-time Faculty: Fisher, Barbara MSN, RN Forthofer, Jennifer MSN, RN Greaney, Stephanie MSN, RN Korpak, Sarah BSN 48 Maternity 1:8 Medical-Surgical 1:7-8 Simulation 2:8 51 Medical-Surgical 1:6 or 1:7 NUR* 203 Full-time Faculty: Brescia, MaryAnn MSN, RN 47 Medical-Surgical 1:7 126

133 Course Spring Semester, 2015 Nursing Care of Individuals and Families II Supervising Faculty Members Colonghi, Patricia MSN, RN Wallet, Francine MSN, RN Part-time Faculty: Bargnesi, Melissa MSN, RN Edwards, Shawna MSN, RN Heim, Kathleen MSN, RN Matney, Laurie MSN, RN Morse, Heidi MSN, RN Orowson, Lisa MSN, RN, CWOCN Planchon, Colleen MSN, RN Ruban, Zina MSN, RN Sullivan, Paula MSN, RN Number of Students Faculty/Student Clinical Ratios Psychiatric 1:5 Simulation 1:8 127

134 CRITERION 8 Faculty are on site through all clinical experiences when direct nursing care is given. The CT-CCNP faculty members are on site and supervising students throughout all clinical experiences when direct nursing care is given. Clinical experiences for students take place in a variety of health care facilities within geographic proximity of each college. The clinical faculty at each college are assigned to a group of students and are responsible for the direct supervision and evaluation of each student in that group. Specific courses in the curriculum use observational experiences to enhance student learning. During observational experiences, the students are assigned to shadow a Registered Nurse or site specific designee to achieve the student learning outcomes for the experience. The clinical affiliate site where the observational experience is occurring is provided with contact information for the school of nursing. A faculty member is available either on-site or by telephone as a resource for questions or issues. Each college provides an orientation for newly hired full-time faculty and part-time clinical faculty that is individualized to the college and its clinical affiliate sites. The orientation for full time faculty and part-time clinical faculty includes a review of the nursing curriculum, course objectives/learning outcomes, program policies, evaluation processes, clinical paperwork and clinical orientation. Course leaders meet with new faculty members before the beginning of the semester to review course syllabi, learning activities, clinical assessment methods and other course related information. Clinical expectations are reviewed and the faculty member is assigned a mentor from the full-time nursing faculty. Orientation to the clinical institution is site based and meets the requirements of the facility. The Course Leader (s) provides on-going support and guidance concerning clinical issues. 128

135 To ensure support and continual communication, the full-time and part-time faculty members attend team meetings that are scheduled during the semester. These meetings allow faculty to discuss student progression at the clinical sites and any issues that might be associated with meeting course and clinical objectives. The team meetings also afford the part-time faculty a forum for questions, concerns, continued communication and mentoring. The CT-CCNP is committed to ensuring that all faculty, full-time and part-time, are adequately prepared for clinical supervision. Tables demonstrate that the CT-CCNP is in compliance with the state regulations for Criterion

136 Table 8.1 Capital Community College Fall 2014 Semester Clinical Placements CLINCIAL SECTIONS NUR 101 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 Group 14 Group 15 Group 16 Group 17 Group 18 Group 19 Group 20 Group 21 NUR 201 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 Group 14 Group 15 Group 16 Group 17 Group 18 KEY: SUPERVISING FACULTY MEMBER Lori Cerone Linda Kapinos Jean Daniels, Patricia Duclos-Miller MaryAnn Emanuele Alicia Zupan Cathy Pavalock Carol Ann Barnes Rosemarie Palmieri Cassandra James Nancy Casey Alison Luckey-Percy Jennifer Ackerman Janet Anderson Marlene Hageman Kristen Guida June Bryant Leah Anderson Megan Gonzalez Tanya Bourne Jennifer Briggs Cathy Leary Mary-Joan Forstbauer Gardner-Baxter, Gail Dawn Bunting Maureen Vildozola Bonnie Edelen John Lagosz Diane Johnson Pat Niewinski Beata Kubacka Hsinfen Tu Ellen Shaw Violet Moses Michelle Ouellet Alicia Bravo Erica Rizzo Shenika Carroll Meghan Cicero CLINICAL AFFILIATION JMMC Med-Surg 3 MMH 3 North MMH 2 East T W Eves Hartford Hospital CB2 days Rockville General Bissell II days Bristol Hospital G South T W Days NBGH E2 days Bristol Hospital G South T W Eves SFHMC 9-7 W Th Days SFHMC 7-2 T W days McLean Home Sub-Acute Days Hartford Hospital CB4 CB6 days Hartford Hospital CB5 Sat/Sun days Hartford Hospital CB4 CB6 eves Hebrew Home & Hospital Sub Acute days Hospital for Special Care Rehab Unit Riverside Sub Acute JMMC Med-Surg 2 Evergreen Sub-Acute Unit SFHMC 10-7 W Th eves Evergreen Sub-Acute Unit Sat Sun days Hartford Hospital CB5 T W Days SFHMC 7-7 W Th Days Hartford Hospital Bliss 10E C10 Days NBGH C5 MMH 3 North MMH 2 East SFHMC 8-9 Hospital for Special Care Resp StepDown Unit eves Hospital for Special Care Resp StepDown Unit days NBGH N3 Hartford Hospital North 10 days NBGH N5 SFHMC 5-1 eves SFHMC 8-1 days Hartford Hospital CB5 eves Hartford Hospital Bliss 8 eves Hartford Hospital Bliss 10 E/C10 eves NBGH N4 Saint Francis Hospital and Medical Center (SFHMC)_ New Britain General Hospital (NBGH) Johnson Memorial Medical Center (JMMC) Manchester Memorial Hospital (MMH) 130

137 Spring 2015 Semester Clinical Placements CLINCIAL SECTIONS NUR 102 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 Group 14 Group 15 Group 16 Group 17 Group 18 Group 19 Group 20 Group 21 SUPERVISING FACULTY MEMBER Linda Kapinos Jean Daniels, Patricia Duclos-Miller MaryAnn Emanuele Alicia Zupan Cathy Pavalock Carol Ann Barnes Michelle Ouellet Cassandra James Nancy Casey Erica Rizzo Jennifer Ackerman Alicia Bravo Marlene Hageman Kristen Guida Bonni Horwitz Leah Anderson Megan Gonzalez Tanya Bourne Jennifer Briggs Mary-Joan Forstbauer CLINICAL AFFILIATION MMH 3 North MMH 2 East T W Eves Hartford Hospital CB2 days Rockville General Bissell II days Bristol Hospital G South T W Days NBGH E2 days Bristol Hospital G South T W Eves SFHMC 8-1 T W Days SFHMC 7-2 Bristol Hospital G South & Gext days Hartford Hospital Bliss 8 eves Hartford Hospital OB Sat/Sun days Hartford Hospital CB5 eves Hartford Hospital CB4/CB6 T W days Hospital for Special Care Rehab Unit Hebrew Home Sub Acute eves JMMC Med-Surg 2 eves MMH OB T W eves SFHMC 10-7 W Th eves JMMC MS 2 Sat Sun days SFHMC 7-7 T W days NUR 203 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 Group 14 Group 15 Group 16 Group 17 Group 18 KEY: Cathy Leary Gail Gardner-Baxter Dawn Bunting Maureen Vildozola Bonnie Edelen John Lagosz Diane Johnson Pat Niewinski Beata Kubacka Hsinfen Tu Ellen Shaw Alison Luckey-Percy Rosemarie Palmieri June Bryant Erica Rizzo Shenika Carroll Meghan Cicero Lori Cerone Hartford Hospital CB5 T W Days Hartford Hospital Bliss 11E C10 Days NBGH C5 MMH SCU T W eves MMH 2 East SFHMC 8-9 days Hospital for Special Care Resp StepDown Unit eves Hospital for Special Care Resp StepDown Unit days NBGH N3 Hartford Hospital North 10 days SFHMC 5-1 T W eves IOL T W days MMH Beh Health T W eves IOL T W days Hartford Hospital Bliss 8 eves Hartford Hospital Bliss 10 E/C10 eves NBGH N4 MMH Be Health T W days Saint Francis Hospital and Medical Center (SFHMC)_ New Britain General Hospital (NBGH) Johnson Memorial Medical Center (JMMC) Manchester Memorial Hospital (MMH) 131

138 Table 8.2 Gateway Community College Fall 2014 Semester Clinical Placements CLINCIAL SECTIONS NUR 101 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 NUR 201 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 NUR 203 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 KEY: SUPERVISING FACULTY MEMBER Joan Cover Sue DeBarge Andrea Eckels Annette Haller Mary Mitchell-Haddad Kathy Heim Kathy Kelly Catlin Sollitto Debra King Mariette McCourt Lynette Palm Patrizia Schaeffer Mary Ann Abramczyk Lisa Beaucar Nana Boehamaa Amy Catlin Nancy Clements Liz Cozza Susan Doolittle Donna McKeehan Joan Morrison Victoria Ogebesi Sam Osei Myra Randall Rowena Saga-Abrina Barbara McFarland Linda Nevins Deb Beudoin Audrey Senior Maureen Boylan- Elman Lois Edelman Rose Moss Tracy Blanford Maria Merola CLINICAL AFFILIATION Griffin Hospital 2 North B YNHH/SRC SLA 3W YNHH/YSC 9-7 EP YNHH/SRC SLA 2W YNHH/YSC 6-3 SP Gaylord Hospital Hooker 2W YNHH/YSC 7-7 EP YNHH/SRC V5N Gaylord Hospital Lyman 1 Branford Hills YNHH/SRC Cel 4 YNHH/SRC V5W YNHH 9-5 THOCC N4 YNHH 9WP MidState PAVC YNHH 12N-F YNHH 5-5 YNHH 10-7 YNHH 15N YNHH 5-5 YNHH 6-4 Gaylord Hospital Milne 1 YNHH 8WP YNHH 5-3 YNH/SRC SLA2 YNHH/SRC V5N Midstate Medical Center PAV-E YNHH 6-3 SP YNHH/SRC SLA2 YNHH 11NP CVH Griffin Hospital YNHH/YPH Gaylord Hospital, Wallingford, CT Griffin Hospital, Derby, CT MidState Medical Center, Meriden, CT YNHH = Yale New Haven Hospital, York Street YNHHSRC = Yale New Haven Hospital, St. Raphael s Campus THOCC = The Hospital of Central Connecticut, New Britain, CT 132

139 Spring 2015 Semester Clinical Placements CLINCIAL SECTIONS NUR 102 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 Group 14 Group 15 Group 16 NUR 203 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 Group 14 Group 15 KEY: SUPERVISING FACULTY MEMBER Karen Kessler, MSN, RN, CNE Susan DeBarge, MSN, APRN, CNM Annette Haller, MSN, RN Myra Randall, MSN, RN Sam Osei, MSN, RN Lynette Palm, MSN, RN Donna Brennan, RN, MSN Andrea Eckels, RN, MSN Lynne Falcigno, RN, MSN Mary Mitchell-Haddad, RN, MSN Debra King, RN, MSN Patrizia Schaefer, RN, MSN Caitlin Sollitto, RN, MSN Carla Mapelli, RN, MSN Rosale Lobo, RN, MSN Kathleen Heim Barbara McFarland, MSN, RN Linda Nevins, MSN, APRN Jeanne Arsenault, MSN, RN Maria Merola, MSN, RN Debra Beaudoin, MSN, RN Rose Moss, MSN, RN Elizabeth Cozza, RN, MSN, APRN Victoria Ogebegesi, RN, MSN, APRN Audrey Senior, RN, MSN, APRN Susan Doolittle, RN, MSN Lisa Beaucar, RN, MSN, CNE Tracy Blanford, RN, MSN Dorota Urban, RN, MSN Amy Catlin, MPH, RN Anna Gut, RN, MSN, APRN THOCC- FBC Griffin Hospital - FBC YNHH, Y5W YNHH, 8WP Gaylord Hospital, Lyman 1 THOCC - FBC YNHH, V4N YNHH, 6-4 SP YNHHSRC, SLA 6 YNHH, 6-4 Gaylord Hospital, Hooker 2 YNHHSRC, V5WD Griffin Hospital 2 North B YNHH, 15 NP YNHHSRC, 3S YNHH, 7-7 CLINICAL AFFILIATION YNHHSRC, SLA 2 YNHHSRC, V5N YNHHSRC, SLA 2 YNHH, Yale Psychiatric Hospital & YNHHSRC, Cel 1 MidState Medical Center Pavilion B CT Valley Hospital YNHH, 11 NP YNHH, 6-4 YNHH, 6-3 YNHH, 15 NP THOCC, N4 Griffin Hospital, CP South Connecticut Mental Health Center MidState Medical Center Pavilion C CT Valley Hospital CT Valley Hospital = Connecticut Valley Hospital, Middletown, CT FBC = Family Birthing Center Gaylord Hospital, Wallingford, CT Griffin Hospital, Derby, CT MidState Medical Center, Meriden, CT THOCC = The Hospital of Central Connecticut, New Britain, CT YNHH = Yale New Haven Hospital, York Street YNHHSRC = Yale New Haven Hospital, St. Raphael s Campus 133

140 Table 8.3 Naugatuck Valley Community College Fall 2014 Semester Clinical Placements CLINCIAL SECTIONS NUR 101 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 Group 14 Group 15 NUR 201 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 Group 14 SUPERVISING FACULTY MEMBER Karen Parkhurst, MSN, RN Susan Frigo, MS, APRN Lisa Olivera, MSN, RN Heather Belcourt, MSN, RN Laurie Siraco, MSN, RN Stephanie Wilborne, MSN, RN Bree Grialis, MSN, RN Kathy Murphy MSN, RN Joanne Levesque MSN, RN Nancy Stein, MSN, RN Anne dehertogh, MSN, RN Tara Hanlon MSN, RN Laura Brown-Yaworsky MSN, RN Elizabeth Petruzzi MSN, RN Sandra Roosa MSN, RN Mary Manka, MS, APRN Monica Pirotta, MSN, RN Derri Hamilton, MSN, RN Kris Kelley, MSN, RN Jody Benton, MSN, RN Lisa Anderson, MSN, RN Angela Vilsaint, MSN, RN Anne dehertogh, MSN, RN Kimberly Bish, MSN, RN Cindy Nackid, MSN, RN Ursula Mobilio, MSN, RN Elizabeth Petruzzi MSN, RN Judy Guertin MSN, RN Felicia Kepka-Leach, MSN, RN CLINICAL AFFILIATION St. Mary s Hospital Xavier 3 St. Mary s Hospital O Brien 4 St. Mary s Hospital O Brien 7 Hospital of Central Connecticut, North 3 Yale-New Haven (HSR Campus) Verdi 3E Yale-New Haven (HSR Campus) Celantano 3 Griffin Hospital 2NB Bristol Hospital G South Charlotte Hungerford Hospital Fourth Floor Charlotte Hungerford Hospital Fifth Floor Waterbury Hospital Unit P-5 Bethel Health Care MidState Medical Center Pavilion B MidState Medical Center Pavilion D Gaylord Hospital, Lyman 1 St. Mary s Hospital Xavier 3 St. Mary s Hospital Telemetry St. Mary s Hospital O Brien 7 Waterbury Hospital Unit P-4 Telemetry Gaylord Hospital, Milne 1 Yale-New Haven (HSR Campus) SLA 4 Griffin Hospital 2NB Waterbury Hospital Unit P-5 Waterbury Hospital Unit P-7 (evenings) Waterbury Hospital Unit P-5 (evenings) Waterbury Hospital Unit P-9 (evenings) MidState Medical Center Pavilion D Charlotte Hungerford Hospital Fifth Floor Bethel Health Care 134

141 Spring 2015 Semester Clinical Placements CLINCIAL SECTIONS NUR 102 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 Group 14 Group 15 Group 16 Group 17 NUR 203 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 Group 13 Group 14 SUPERVISING FACULTY MEMBER Karen Parkhurst, MSN, RN Sandra Roosa, MSN, Lisa Oliveira, MSN, APRN Heather Belcourt, MSN, RN Laurie Siraco, MSN, RN Stephanie Wilborne, MSN, RN Bree Grealis, MSN, RN Kathy Murphy MSN, RN Joanne Levesque MSN, RN Nancy Stein, MSN, RN Anne dehertogh, MSN, RN Tara Hanlon MSN, RN Laura Brown-Yaworsky MSN, RN Elizabeth Petruzzi MSN, RN Sue Frigo-Lavoie MSN, APRN Elizabeth Normand MSN, RN Tammy Marquis, MSN, APRN Mary Manka, MSN, APRN Monica Pirotta, MSN, RN Judy Guertin, MSN, RN Jody Benton, MSN, RN Lisa Anderson, MSN, RN Angela Vilsaint, MSN, RN Anne dehertogh, MSN, RN Kimberly Bish, MSN, RN Cindy Nackid, MSN, RN Ursula Mobilio, MSN, RN Elizabeth Petruzzi MSN, RN Felicia Kepka-Leach, MSN, RN Derri Hamilton, MSN, RN Karen Taylor MSN, RN CLINICAL AFFILIATION St. Mary s Hospital Xavier 3 St. Mary s Hospital O Brien 4 St. Mary s Hospital O Brien 7 Hospital of Central Connecticut, North 3 Yale-New Haven (HSR Campus) Celetano 4 Yale-New Haven (HSR Campus) Celetano 3 MidState Medical Center, Women & Infants Waterbury Hospital, Women & Infants (Days) Waterbury Hospital, Women & Infants (Eves) Griffin Hospital, Women & Infants (Days) Waterbury Hospital Unit P-5 Waterbury Hospital Unit P-9 MidState Medical Center Pavilion B MidState Medical Center Pavilion D St. Mary s Hospital, Women & Infants Center Charlotte Hungerford Hospital Fifth Floor Bristol Hospital, G South St. Mary s Hospital Xavier 3 Charlotte Hungerford Hospital Fifth Floor St. Mary s Hospital O Brien 7 Griffin Hospital 2NB Yale-New Haven (HSR Campus) Celetano 3 Albert J. Solnit Children's Center-South Waterbury Hospital Unit P-5 Waterbury Hospital Unit P-9 (days) Waterbury Hospital Unit P-8/12wks; P-5/3wks Waterbury Hospital Unit P-9 (evenings) MidState Medical Center Pavilion D Gaylord Hospital, Lyman 2 Connecticut Valley Hospital, Dutcher Connecticut Valley Hospital, Merritt 135

142 Table 8.4 Northwestern Connecticut Community College Fall 2014 Semester Clinical Placements CLINICAL SECTIONS NUR 201 Group 1 Group 2 Group 3 Group 4 SUPERVISING FACULTY MEMBER Jayne Mednick Jaclyn Vincent D. Pam Rose Linda Kowalczuk CLINICAL AFFILIATION The Charlotte Hungerford Hospital (M/S) The Charlotte Hungerford Hospital (M/S) Gaylord Hospital Waterbury Hospital (M/S) Spring 2015 Semester Clinical Placements CLINICAL SECTIONS NUR 203 Group 1 Group 2 Group 3 Group 4 Group 5 (Psych Rotation) NUR 101 Group 1 Group 2 Group 3 Group 4 SUPERVISING FACULTY MEMBER Jayne Mednick/Jaclyn Vincent Michelle Brady Nancy Smith D. Pam Rose Linda Kowalczuk Jessica Palozie Pamela Hyman Cheryl Crump Anne Marie Vilhotti CLINICAL AFFILIATION The Charlotte Hungerford Hospital (M/S) The Charlotte Hungerford Hospital (M/S) Waterbury Hospital Gaylord Hospital Waterbury Hospital Mc Lean Home Mc Lean Home Geer Litchfield Woods Summer 2015 Semester Clinical Placements CLINICAL SECTIONS NUR 102 Group 1 Group 2 Group 3 Group 4 Group 5 (OB Rotation) SUPERVISING FACULTY MEMBER Jessica Palozie/Nancy Smith Michelle Brady Jody Benton Linda Kowalczuk Erica Mumm CLINICAL AFFILIATION The Charlotte Hungerford Hospital (M/S) The Charlotte Hungerford Hospital (M/S) Waterbury Hospital (M/S) Waterbury Hospital (POM On campus simulation 136

143 Table 8.5 Norwalk Community College Fall 2014 Semester Clinical Placements CLINICAL SECTIONS NUR 101 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 NUR 102 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 NUR 201 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 NUR 203 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 SUPERVISING FACULTY MEMBER Patricia Lamb, MSN, RN, APRN Tracey Evans, MSN, RN Denise Gallo, MSN, RN, APRN Katherine Roarty, MSN, RN, APRN Punitha Stevenson, MSN, RN Loris Edwards, MSN, RN Brenda Hooper: MSN,RN Diane Kiraly MSN, RN Alycia Jarvis MSN, RN Janet Genovese, MSN, RN Denise Griffin RN,APRN Dorothy Lay, DNP, RN Christa Hartch, MSN, RN Virginia King Marlene Overton Cathleen Caulfield Judith Mocciola, MSN, RN Barbara Jarboe, MSN, RN, APRN Soraya Rosenfield, MSN, RN Nimfa Santos, MSN, RN Loris Edwards, MSN, RN Cheryl Moore, MSN, RN Carol Ann Wetmore MSN, RN Marlene Overton MSN, RN Kathleen Hayes, MSN, RN Susan George, MSN, RN Gloria Fazio MSN, RN, APRN Linda Smith MSN, RN, APRN CLINICAL AFFILIATION Norwalk Hospital (8 EAST) and Jewish Home for the Elderly Jewish Home for the Elderly and Stamford Hospital (Evenings) (M2N) Jewish Home for the Elderly and Stamford Hospital (Evenings) (M2N) Jewish Home for the Elderly and Norwalk Hospital (8 East) Jewish Home for the Elderly and Norwalk Hospital (Evenings) (7 West) Jewish Home for the Elderly & Greenwich Hospital (Surg C.) Jewish Home for the Elderly and Greenwich Hospital (Medical Unit) Jewish Home for the Elderly Jewish Home for the Elderly and Stamford Hospital (Evenings) (M2N Norwalk Hospital (8 East) Norwalk Hospital (8 East) Greenwich Hospital (L&D,Post Partum, NICU) Greenwich Hospital (Surg A,B and C) Stamford Hospital (L&D, Post Partum, NICU) Stamford Hospital (M3N) Pediatric Simulation Norwalk Hospital (6 West) Norwalk Hospital (Evenings) (6 East) Stamford Hospital (M4S) Stamford Hospital (Evenings) (M3S) Greenwich Hospital Medical unit (Medical unit) Multi-Patient Medication Administration Simulation Lab. Norwalk Hospital 6 East Stamford Hospital (M3N) Stamford Hospital (M2S) Greenwich Hospital (Surgical Unit A & B) Greater Bridgeport Mental Health St. Vincent s Behavioral Health 137

144 Spring 2015 Semester Clinical Placements CLINICAL SECTIONS NUR 102 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 NUR 201 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 NUR 203 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 SUPERVISING FACULTY MEMBER Denise Griffin RN,APRN Dorothy Lay, DNP, RN Christa Hartch, MSN, RN Virginia King, MSN, RN Cathleen Caulfield, MSN, RN Patty Lamb, MSN, RN Alycia Jarvis, MSN, RN Diane Kiraly, MSN, RN Loris Edwards, MSN, RN Tracy Evans, MSN, RN Judith Mocciola, MSN, RN Barbara Jarboe, MSN, RN, APRN Soraya Rosenfield, MSN, RN Nimfa Santos, MSN, RN Marlene Overton, MSN, RN Cheryl Moore, MSN, RN Carol Ann Wetmore MSN, RN Cheryl Moore, MSN, RN Kathleen Hayes, MSN, RN Susan George, MSN, RN Gloria Fazio MSN, RN, APRN Linda Smith MSN, RN, APRN Loris Edwards, MSN, RN Katherine Roarity, APRN, RN CLINICAL AFFILIATION Stamford Hospital (M2N) Greenwich Hospital (L&D,Post Partum, NICU) Greenwich Hospital (Surg A,B and C) Stamford Hospital (L&D, Post Partum, NICU) Pediatric Simulation Stamford Hospital (M2N Evenings) Stamford Hospital (M2S Evenings) Simulation Greenwich Hospital Medical Unit Stamford Hospital M2S Evenings Norwalk Hospital (7 East) Norwalk Hospital (Evenings) (6 East) Stamford Hospital (M2S) Stamford Hospital (Evenings) (M3S) Stamford Hospital (Days M3S) Multi-Patient Medication Administration Simulation Lab. Stamford Hospital (M3N) Stamford Hospital (M2S) Simulation Greenwich Hospital (Surgical Unit A & B) Greater Bridgeport Mental Health St. Vincent s Behavioral Health Greenwich Hospital Medical Unit Norwalk Hospital 6E 138

145 Table 8.6 Three Rivers Community College Fall 2014 Semester Clinical Placements CLINCIAL SECTIONS NUR 101 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 NUR 102 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 NUR 201 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 NUR 203 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 SUPERVISING FACULTY MEMBER Jill Blain, MSN, RN Jennifer Christopher, MSN, RN Martha Healy, MA, RN Bernadette Marshall, BSN, RN (Waiver) Krista Prendergast, MSN, RN Maria Sparmer, MSN, RN Lillian Rafeldt, MA, RN Cynthia Arpin, MSN, RN Teresa Cahill-Griffin MSN, RN Elizabeth Briglia, MSN, RN Judy Dollard, MSN, RN Kathleen Gauthier, MSN, RN, CNM Kristin Scarlata, MSN, APRN Joan Graham, MSN, RN, CNE Anne Lamondy, MSN, APRN Nancy Czarzasty, MSN, RN Barbara Fisher, MSN, RN Jennifer Forthofer, MSN, RN Stephanie Greaney, MSN, RN Sarah Korpak, BSN, RN (Waiver) Nancy Scrivano, MSN, RN Teri Ashton, MSN, RN, CNE Melissa Bargnesi, MSN, RN MaryAnn Brescia, MSN, RN Patricia Colonghi, MSN, RN Kathleen Heim, MSN, RN Laurie Matney, MSN, RN and Heidi Morse, MSN, RN (co-teach) Lisa Orowson, MSN, RN Colleen Planchon, MSN, RN Zina Ruban, MS, RN & Shawna Edwards, MS, RN (co-teach) Sandra Basley, MSN, RN Francine Wallett MSN, RN CLINICAL AFFILIATION Westview Health Care Center (Eves) Avalon Health Center (Days) WWBH A3 (Days) Day Kimball Hospital (Eves) Lawrence & Memorial Hospital 5.1 (Days) Fairview Healthcare center (Days) Course Leader Lawrence & Memorial Hospital 5.2 (Days) Lawrence & Memorial Hospital 5.4/LDRP (eves) St. Francis Hospital 9.7 (Day/Eve) Lawrence & Memorial Hospital 4.2 (Days) WWBH A4/LDRP (Days) WWBH A4/LDRP (Days Simulation Course Leader/LDRP Lawrence & Memorial Hospital 5.4 (Days) WWBH E2 (Days) Day Kimball Hospital East/West (Days) Lawrence & Memorial Hospital 5.2 (Eves) Lawrence & Memorial Hospital 4.1 (Days) St. Francis Hospital 5.1 (Days) Course Leader WWBH E3 (Eves) Windham Hospital Shea (Days) SE Mental Health Authority (Days) Natchaug Hospital (Days) WWBH E3 (Eves) WWBH D1 Psych (Day/Eve) WWBH E4 (Days) St. Francis Hospital 7.7 (Days) William W. Backus Hospital A2 (Day/Eve) Course Leader Key: William W. Backus Hospital (WWBH) Southeastern Mental Health Authority (SE Mental Health) 139

146 Spring 2015 Semester Clinical Placements CLINCIAL SECTIONS NUR 101 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 NUR 102 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 NUR 201 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 NUR 203 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 SUPERVISING FACULTY MEMBER Jill Blain, MSN, RN Jennifer Christopher, MSN, RN Bernadette Marshall, BSN, RN (Waiver) Krista Prendergast, MSN, RN Maria Sparmer, MSN, RN Paula Sullivan MSN, RN Lillian Rafeldt, MA, RN Cynthia Arpin, MSN, RN Elizabeth Briglia, MSN, RN Judy Dollard, MSN, RN Kathleen Gauthier, MSN, RN, CNM Teresa Cahill-Griffin MSN, RN Martha Healy, MA, RN Joan Graham, MSN, RN, CNE Anne Lamondy, MSN, APRN Nancy Czarzasty, MSN, RN Barbara Fisher, MSN, RN Jennifer Forthofer, MSN, RN Stephanie Greaney, MSN, RN Sarah Korpak, BSN, RN (Waiver) Nancy Scrivano, MSN, RN Teri Ashton, MSN, RN, CNE Melissa Bargnesi, MSN, RN MaryAnn Brescia, MSN, RN Patricia Colonghi, MSN, RN Kathleen Heim, MSN, RN Laurie Matney, MSN, RN and Heidi Morse, MSN, RN (co-teach) Lisa Orowson, MSN, RN Colleen Planchon, MSN, RN Zina Ruban, MS, RN & Shawna Edwards, MS, RN (co-teach) Sandra Basley, MSN, RN Francine Wallett MSN, RN CLINICAL AFFILIATION Westview Health Care Center (Eves) Avalon Health Center (Days) Day Kimball Hospital (Eves) Lawrence & Memorial Hospital 5.1 (Days) WWBH A4 (Days) Fairview Healthcare center (Days) Course Leader Lawrence & Memorial Hospital 5.2 (Days)) St. Francis Hospital 9.7 (Day/Eve) Lawrence & Memorial Hospital 4.2 (Days) WWBH A4/LDRP (Days) Lawrence & Memorial Hospital 5.4/LDRP (eves) WWBH A3 (Days) Simulation Course Leader/LDRP Lawrence & Memorial Hospital 5.4 (Days) WWBH E2 (Days) Day Kimball Hospital East/West (Days) Lawrence & Memorial Hospital 5.2 (Eves) Lawrence & Memorial Hospital 4.1 (Days) St. Francis Hospital 5.1 (Days) Course Leader WWBH E3 (Eves) Windham Hospital Shea (Days) SE Mental Health Authority (Days) Natchaug Hospital (Days) WWBH E3 (Eves) WWBH D1 Psych (Day/Eve) WWBH E4 (Days) St. Francis Hospital 7.7 (Days) William W. Backus Hospital A2 (Day/Eve) Course Leader Key: William W. Backus Hospital (WWBH) Southeastern Mental Health Authority (SE Mental Health) 140

147 CRITERION 9 The admission, readmission, promotion, advanced placement, transfer, graduation standards, and student health and welfare policies comply with applicable state and federal laws and regulations. [Regulations, Section (d)(1-6)] (d)(1-6) 1. There shall be written policies for admission, promotion and graduation of students which shall appear in at least one official publication of the program and which shall comply with applicable state and federal laws and regulations. 2. The nursing education program shall be responsible for verifying the satisfactory completion of a secondary school education program, or its equivalent, for each applicant before admission. 3. Previous education shall be established by the program from transcripts obtained and kept on file. Graduation from an accredited or approved prior educational program shall be recorded. 4. Readmission and transfer. The program shall establish and adhere to written policies for transfer and readmission. The program shall determine the remaining educational experiences necessary for the student to meet the educational outcomes of the nursing education program. 5. Admission with advanced standing. Applicants with previous experience or courses of study relating to nursing may be admitted to a program preparing for registered nurse licensure or practical nurse licensure with advanced standing after an evaluation has been made by the nursing education program. 6. There shall be written policies that are implemented for safeguarding the health and well-being of the students which shall include, but not be limited to, provisions for counseling and guidance and admission physical examinations and which shall comply with applicable state and federal laws and regulations. There are written standards and practices for admission, promotion, and graduation that are publicly accessible and in multiple CT-CCNP and college publications. All nursing program standards and practices established for the CT-CCNP are consistent with state and federal regulations. Consistent standards and practices are also in place for readmission, promotion, advanced placement, and transfer for each of the colleges offering the CT-CCNP. Tables 9.1 and 9.2 list pertinent standards and practices and identify where they can be found; copies of referenced documents are included in the appendices. CT-CCNP admissions standards and practices are made available as part of the CT- CCNP Nursing Information Packet, a document made publicly available for all potential applicants to the program. The Nursing Information Packet is available at the admissions offices of the colleges that offer the nursing program. The document is distributed during information 141

148 sessions and is available online through the system website and on all college websites; see Appendix F, CT-CCNP Nursing Information Packet ( ) and Appendix G for a list of websites that are pertinent to the CT-CCNP. The nursing program application and selection process are available in Appendices H and I. Progression and promotion through the program are contingent upon successful completion of sequential nursing courses and co-requisite courses. Nursing students are required to earn a grade of at least 74% for successful completion of all nursing courses. Nursing students must also earn a grade of a C in co-requisite courses. Grading and progression standards and practices for the nursing programs are published in the Nursing Student Handbook (pages 9-32) and course specific requirements are in each course syllabus. In order to progress to the subsequent course, students must also earn a clinical grade of satisfactory. The entire CT-CCNP Nursing Student Handbook is available in Appendix J. Students must meet both the graduation requirements of the Connecticut Board of Regents, the individual college and the CT-CCNP. Policies for graduation are available in each of the college catalogues. All applicants to the CT-CCNP are required to provide proof of satisfactory completion of high school and/or secondary school education as part of the CT-CCNP admissions process. Applicants to the CT-CCNP are required to provide official college/university transcripts from all colleges attended, regardless of the age of the transcripts and applicability to the nursing program. Official student records are maintained according to state and federal regulations and college policy at the college of attendance. The CT-CCNP has specific readmission standards and practices listed in the CT-CCNP Nursing Student Handbook. Students can be readmitted to the nursing program one time only. In 142

149 order to be eligible for readmission, the student must not be on clinical warning, must have a minimum GPA of 2.70, must complete an exit interview within 30 days of leaving the program, and must apply for readmission within 12 months of leaving the program and re-enroll within 18 months of leaving the program. Readmission standards and practices for the nursing program are reviewed with the student during the exit interview (see Appendix J Nursing Student Handbook, pages 12-14). The CT-CCNP readily considers internal transfer of students from one CT community college to another. Acceptance for transfer to another college within the CT-CCNP is based on availability of openings, faculty and clinical resources. Policies for internal transfer students are outlined in the (see Appendix J Nursing Student Handbook, pages 14-15). Students who have successfully completed one or more nursing courses within the last 18 months at a program outside of the Connecticut Community College system are considered external transfer applicants. Candidates for external transfer must meet all CT-CCNP admissions requirements. The CT-CCNP publishes a Transfer Guide and a special application for external transfer students. Both are available online at Appendix K contains both documents. The CT-CCNP participates in the Connecticut League for Nursing Articulation Model for Nurse Educational Mobility for Licensed Practical Nurses (LPNs). LPNs must meet all admission requirements and apply for admission. LPNs may choose to begin the nursing program in the first or third semester. LPNs that choose advanced placement into the third semester must successfully complete the online Connecticut LPN to RN Articulation Bridge Course through Charter Oak State College, a campus-based CT-CCNP LPN to RN transition 143

150 course (NUR*130 or NUR* 132), and all first and second semester co-requisite courses. Refer to page 11 in the Nursing Information Packet for information provided to LPN applicants Graduates of the CT-CCNP are strongly encouraged to continue their nursing education to the baccalaureate level and higher. The CT-CCNP supports advancement of nursing through education by offering graduates the opportunity to continue their education at a number of baccalaureate and master's degree programs throughout the state and beyond. Pathways for educational advancement that diminish or eliminate duplication have been aggressively negotiated on behalf of all CT-CCNP graduates, minimizing the need for general student advisement. The CT-CCNP has established articulation agreements and/or guaranteed admission programs with ten of the twelve colleges and universities in Connecticut offering the baccalaureate degree in nursing, most having been in place since The CT-CCNP is currently within the final phases of negotiation with the remaining two Connecticut Universities and several others. RN to MS pathways are in place with two universities. Articulation Fairs for students are held at a variety of college locations throughout the academic year. Articulation agreements are readily accessible to students and graduates on the CT-CCNP System website at Samples of articulation agreements between the CT-CCNP and higher degree nursing programs are provided in Appendix L. College policies addressing student health and welfare are developed in accordance with guidelines put forth by the CT Board of Regents, the Connecticut State Department of Public Health (DPH), the Centers for Disease Control (CDC) and the colleges. The nursing program has specific health and safety requirements which are stated in the Nursing Information Packet (Appendix F) and the Nursing Student Handbook, pp (Appendix J). They include immunization requirements, physical exam, and completion of the Connecticut Hospital 144

151 Association Health and Safety Training Course ( In addition to the CDC recommendations, contractual agreements with clinical affiliate agencies serve as a basis for the CT-CCNP Health Assessment Form for Students Participating in Clinical Activities and other site specific requirements such as background checks and toxicology screening. See Appendix M for a template of the CT-CCNP health form. The Board of Regents has policies and guidelines that safeguard the health and wellbeing of students attending all colleges within the system; in addition the colleges put into place particular guidelines that are pertinent to their communities. Where there are program specific implications, the CT-CCNP has standards and practices in place as well, noted in Table 9.1. The CT-CCNP Nursing Student Handbook is provided to all incoming nursing students. Students sign an Acknowledgement of Receipt to confirm their agreement to adhere to the standards and practices as stated within the handbook. The page location of policy statements pertinent to the Connecticut regulations for nursing education programs is also located in Table 9.1, CT- CCNP Policy Documentation Sources. 145

152 Policies/Procedures Impacting Students in the Nursing Program Non-discrimination statement Table 9.1 CT-CCNP Standards and Practices Documentation Sources Nursing Program Documentation Sources Nursing Nursing Information Transfer Guide Packet Nursing Student Handbook Other Sources Websites* Page 16 Page 8 College Websites CT-CCNP Website BOR Website General Admission policy Page 5 College Websites CT-CCNP Website BOR Website Nursing Admission Policy Pages 5-8 College Websites CT-CCNP Website BOR Website Nursing Readmission Policy Pages CT-CCNP Website Promotion and Academic Standing Page 9 Pages 9-11; College Websites CT-CCNP Website BOR Website Advanced Placement Page 11 College Websites CT-CCNP Website BOR Website Transfer Page 11 Page 1-2 Pages14-15 College Websites CT-CCNP Website BOR Website Graduation Standards Pages 15 College Websites CT-CCNP Website BOR Website Student health & wellness services and policies Page 15 Pages College Websites CT-CCNP Website BOR Website 146

153 CRITERION 10 The philosophy and educational outcomes of the nursing education program provide a framework for the development, implementation and evaluation of the program. [Regulations, Section (c) (4)] (c) Philosophy and educational outcomes (4) Provide the framework for the development, implementation and periodic evaluation of the program. The program philosophy and educational outcomes guide and organize the curriculum and are based on the framework of the six core values (critical thinking, safe and competent practice, caring, professionalism, communication and holistic care). These core values are the essential components of each nursing course and form the foundation for the nursing curriculum. The curriculum progresses from simple to complex and emphasis is placed upon the student's ability to think critically, communicate effectively, practice safely and competently, and demonstrate caring, holism, and professionalism when interacting with patients, families, and health care team members. Student learning outcomes at the program course and class level organize content and guide teaching and learning that assists the student in the development of responsibility and accountability for professional nursing practice. Participation in interprofressional approaches to patient care management in clinical learning experiences reinforces the concept of holism. Current health care standards and evidence-based practice are integrated throughout the nursing courses/curriculum. Nursing faculty and directors conduct systematic and ongoing assessment of the nursing program at the college and system levels. This occurs through the utilization of the Systematic Plan for Evaluation (SPE), a framework aligned with the philosophy and educational outcomes of the CT-CCNP in accordance with SBEN approval criteria and the Accreditation Commission for Education in Nursing (ACEN) accreditation criteria. Each program utilizes an SPE that includes the standards, criteria and components to be evaluated, expected levels of achievement, 147

154 time frames for assessment, person/group responsible, and assessment methods. Data is collected, aggregated trended and analyzed to measure the expected levels of achievement. The student learning (educational) outcomes form the basis for the evaluation process. A template for each college specific SPE is provided in Appendix A (see Appendix A, Systematic Evaluation Plan, Template for Colleges). Review of the criteria and/or data occurs at the system and college levels. CT-CCNP committees, as defined by the bylaws, provide for assessment and evaluation of the common components at the system level. The CT-CCNP admission standards, program policies, and the curriculum are evaluated systematically through the Admissions Committee, Nursing Directors Council and the Program Committee. As an example, ongoing curriculum assessment and evaluation occurs at the level of the CT-CCNP Program Committee based upon which Ad hoc faculty committees are formed to evaluate and analyze particular aspects and make recommendations for improvement. Examples of such committees are the Psychiatric Experts group, the Maternity Experts group, the NUR*205 Task Force and the Pharmacology Evaluation Committee. These Ad hoc committees are comprised of faculty representatives from each CT- CCNP programs and are brought together by the Director of System Nursing Curricular Operations (DSNCO). Colleges participate in system-wide full curricular evaluations per the SPE every three years; as part of this process an NCLEX-RN mapping project was accomplished in The 2015 curriculum evaluation currently underway integrates the work of the Robert Wood Johnson Foundation (RWJF) supported Connecticut Nursing Collaborative Action Coalition (CNC-AC) regional curricular gap analyses that two CT-CCNP programs (GWCC and TRCC) participated in. The gap analyses utilized the Massachusetts Department of Higher Education s Nurse of the 148

155 Future Core Competencies (NOFCC) to measure gaps in education levels and practicing nurses in accordance with the competencies and were performed in The NOFCC were developed through the synthesis of competencies obtained from other states, current practice standards, education accreditation standards, national initiatives, patient demographics and healthcare profiles, the 2003 Institute of Medicine s core competencies for healthcare professionals and the Quality and Safety Education for Nurses model (QSEN, 2007). The CNC- AC adopted the MA NOFCC as a framework for their initial RWJF funded project that focused upon nursing education in Connecticut and strengthening academic/practice partnerships. As a result of involvement with this work the CT-CCNP has enthusiastically embraced the MA NOFCC, utilizing them as the focal point of the 2015 system-wide curriculum evaluation. College level review occurs through forums such as Nursing Division meetings, Division Retreats, and Nursing Curriculum Committee meetings. Data related to the approval and accreditation standards is collected by the faculty and program directors from sources such as student performance, student course and program evaluations, and meeting minutes reflecting discussions and recommendations, on an ongoing basis. Data from graduate and employer surveys implemented six months to one year following graduation complete CT-CCNP evaluation. These evaluation surveys are based upon overall program educational outcomes (see Appendix N Employer and Graduate Surveys). 149

156 CRITERION 11 The program shall meet regulations with regard to the minimum length and clinical hours or credit hours. [Regulations, Section: (b)(c)] (b)(c): (b) The curriculum shall integrate theory and clinical practice in a manner that shall cause the Nursing Education Program graduates to meet the educational outcomes for registered nursing described in Section of the Regulations of Connecticut State Agencies. (c) The minimum length of the nursing component of the program must be equivalent to four (4) fifteen (15) week academic semesters and contain a minimum of thirty-five (35) semester hours of credit in nursing. Fifty percent (50%) of contact hours shall be in supervised direct patient care experiences, observational experiences and simulated experiences appropriate to the program's educational outcomes, and laboratory experiences for the acquisition and practice of clinical nursing skills. (Effective June 26, 1989; Amended May 4, 2004.) The CT-CCNP is a sixty-eight credit program with thirty-eight credit hours allocated to nursing and thirty credit hours allocated to general education courses. Greater than fifty percent (50%) of the total credit/contact hours devoted to clinical nursing courses are dedicated to supervised direct patient care experiences, observational experiences and/or simulated learning experiences. The CT-CCNP nursing curriculum is designed to progress from simple to complex and allows the student to complete the program in the established and published program length of four, fifteen week academic semesters. The program of study consists of sixty-eight (68) credits: thirty (30) credits in general education (biological and social sciences, mathematics and humanities) and thirty eight (38) credits in nursing. It follows the colleges standards for credit and clock hours. Credits are based on one credit for fifteen (15) contact hours for theory and one credit for forty five (45) contact hours for clinical/laboratory learning experiences. The general education courses are offered at times which meet program requirements and the curriculum plan. During the course of their educational experience, students will complete 1650 hours of instruction. 150

157 These include 705 hours of didactic/classroom learning, 300 of which are nursing; and 135 hours of laboratory learning in the biological sciences. The 810 clinical hours are supervised direct patient care experiences, goal directed observational experiences and/or simulated/laboratory experiences. The program meets the curriculum criteria in Sec of the SBEN regulations and is consistent with the policies and standards of the Board of Regents. Table 11.1 shows the distribution of student credit/contact hours over theory (classroom), laboratory and clinical learning settings. 151

158 Table 11.1 CT-CCNP Plan of Study and Theory, Laboratory and Clinical Hours Semester Courses Credit Theory/ Clinical Laboratory Total Hours Hours Hours Hours Hours Admission Requirements-7 BIO*211Anatomy & Physiology I credits ENG*101 Composition Pre-Requisite Requirements-4 credits First Semester 15 credits Second Semester 15 credits BIO* 212 Anatomy & Physiology II NUR*101 Introduction to Nursing Practice BIO*235 Microbiology PSY*111 General Psychology NUR*102 Family Health Nursing NUR*103 Pharmacology For Families Across The Lifespan PSY*201 Life Span Development SOC*101Principles of Sociology Third Semester 13 credits NUR*201 Nursing Care of Individuals and Families I NUR*202 Pharmacology For Individuals and Families with Intermediate Health Care Needs ENG*102 English Composition and Literature Fourth Semester 14 credits NUR*203 Nursing Care of Individuals and Families II NUR*204 Pharmacology For Individuals, Families and Groups with Complex Health Care Needs NUR*205 Nursing Management and Trends Elective-Humanities or Art or Composition TOTALS General Education Credits = 30 Nursing Credits =

159 CRITERION 12 The curriculum content meets the requirements stated in the regulations. [Regulations, Section (1)-(9)] (1)-(9) A graduate of a registered Nursing Education Program shall be able to: (1) Perform the duties and responsibilities of the registered nurse within the framework of the nurse practice Act, Chapter 378 of the Connecticut General Statutes; (2) Synthesize knowledge from nursing theory and the biological, physical, social, and behavioral sciences in providing health care to patients; (3) Exercise critical thinking, ethical decision making, and independent judgment in using the nursing process to provide care to patients; (4) Apply the nursing process to design, implement, and evaluate care for patients using a variety of technologies. The scope of care shall include preventive, curative, supportive, and restorative nursing interventions in both institutional and community-based settings; (5) Develop and implement a variety of teaching and learning strategies in the provision of health teaching for patients in a variety of settings, using a variety of technologies; (6) Identify the scientific basis for assessments and therapeutic nursing measures; (7) Manage information and resources, contributing to the achievement of optimum patient outcomes in a cost effective manner; (8) Use leadership, management, delegation and collaborative skills as a member of a multidisciplinary team within the health care delivery system to develop, implement, and evaluate health care provided to patients; and (9) Demonstrate professional accountability by acting as an advocate for patients and by maintaining accepted standards of nursing care for a registered nurse. (Effective November 29, 1983; Amended May 4, 2004.) The CT-CCNP curriculum was implemented as a new, common curriculum offered at five community colleges in 2008, with the first graduating class of students in May Three colleges afforded students the opportunity to begin the program in the fall and spring semesters to meet community need for nurses and to provide flexibility for students; since that time GWCC and NCC have discontinued this option and TRCC has retained it. In 2011, Northwestern CT CC was approved by the CT SBEN to offer the CT-CCNP program out of Winsted, Connecticut in an accelerated model that requires one summer semester. Students at Northwestern begin the program in the spring semester each year and continue through the summer, graduating the following May. The original curriculum was developed by faculty representing the original five Connecticut Community Colleges with nursing programs over a period of three years. The 153

160 faculty incorporated professional standards from the Connecticut Department of Public Health Nursing Education Program Regulations, the National League for Nursing, the American Nurses Association, and the Joint Commission for the Accreditation of Healthcare Organizations (JCAHO)/Institute of Medicine (IOM) Patient Safety Goals when developing the core values and corresponding curriculum. This process occurred to ensure the program s curricular content met the requirements stated in the regulations. Through continuous assessment and evaluation of the original CT-CCNP curriculum, strengthened by the collaborative relationships of faculty and leadership of the six colleges, the curriculum has been aligned with the Massachusetts Nurse of the Future Core Competencies (MA NOFCC), see Criterion 11. Appendix Q illustrates this alignment. The curriculum represents a program of general education and nursing courses where students receive preparation that is broad in scope, with a distributive foundation essential for practice. The CT-CCNP educational outcomes emphasize the importance of the natural, physical, social, biological and behavioral science in the preparation of graduates to care for diverse patients across the life span. The program of study was developed to ensure that concepts vital to these learning outcomes are integrated. Courses in the social, behavioral sciences and humanities assist students to acquire foundational understanding of how individuals are affected by and respond to their environments. Students take English Composition (ENG 101) as an admission requirement to the Nursing Program. Students continue with General Psychology (PSY 111), Life Span Development (PSY 201), Principles of Sociology (SOC 101), and an elective course in the humanities/fine arts area. An advanced English and Composition course assists students to develop and refine written and oral communication skills and supports the CT-CCNP core value 154

161 of Communication. Additionally, these courses are aligned with the core value of Professionalism by promoting the acquisition of writing skills necessary for professional documentation of patient care. The behavioral science courses (Introduction to Psychology, Life Span Development and Introduction to Sociology) support the core values of Holistic Care and Communication. The faculty believe that exposure to the humanities is essential for the student s intellectual, social and emotional growth, as well as for successful functioning as a health care professional in society. All the general education courses required in the nursing program promote the core value of Critical Thinking. The overall curriculum demonstrates an interdisciplinary approach to the science and art of nursing. CT-CCNP courses in the biological sciences help students to synthesize knowledge that assists their ability to care for individuals in the context of their surroundings. Anatomy and Physiology provides knowledge and application related to the human body and how it functions, while Microbiology exposes learners to the study of microbes and their effects on individuals and the environment. The science courses support the development of nursing curricular concepts and the core values of Safe and Competent Practice and Critical Thinking. The origins of an appreciation for the impact of nutrition, medications and health and wellness practices begin with these courses in the biological sciences early on in the program of study. The nursing content of the curriculum is based upon the philosophy of the program and incorporates the six core values which are threaded throughout the nursing courses and form the foundational framework for the course learning outcomes/ objectives, evaluation methods and program learning outcomes. These core values include Critical Thinking, Caring and subconcept Legal-Ethical which lead to the development of a practitioner who is able make 155

162 ethical decisions and exercise independent judgment in a variety of patient care settings. The nursing process is the firm foundation for the development of nurses who possess the capacity for clinical reasoning and effective, clinical judgment in the CT-CCNP curriculum. Students learn, practice and apply the skills of assessment, diagnosis, planning, implementation, and evaluation throughout the program to support their development of holistic and individualized nursing plans of care. As students progress through the nursing program, each successive course guides them in applying the nursing process with increasing competency and complexity in support of their developing ability to use the steps to exercise critical thinking in clinical decision making. Students learn to provide safe and competent care to meet the nursing needs of patients from infancy to old age in a variety of health care settings. Faculty use a variety of technologies to meet the core value of Holistic Care and Safe and Competent Practice to ensure students integrate current standards of nursing practice including preventative, supportive and restorative nursing interventions. The nursing faculty plan and implement student clinical experiences that provide a broad range of in-patient, out-patient and community based health care experiences grounded in the CT-CCNP nursing philosophy. This gives the students the opportunity to apply the core values in a variety of clinical settings. Clinical experiences that engage students in interdisciplinary rounds, team huddles and interprofessional patient care management meetings specifically support the development of the vital skills of interprofessional collaboration. As students apply theory to practice in the care of their assigned patient(s) their awareness of the systems that support restoration of health and disease management begins to emerge as faculty emphasize 156

163 elements of the continuum of care. Such experiences foster an appreciation for the collaborative professional relationships required to deliver safe, competent patient centered care. Student clinical performance is evaluated by faculty using performance criteria derived from the core values and student learning outcomes for each course. These evaluations address the competencies of graduates in the regulations [(Section (1)-(9)]. Performance criteria are measureable and show progression from simple to complex across the clinical nursing courses. At the beginning of each course, students are provided with the leveled performance criteria and method of evaluation. Students participate in weekly formative evaluation conferences with their clinical instructors and are provided with a summative evaluation at the end of each clinical learning experience. Appendix O shows the cumulative clinical evaluation criteria for all clinical courses. The CT-CCNP faculty believe that nursing education is an interactive process based on mutual trust, respect, and caring between faculty and students; they believe that the learning environment should be conducive to the development of self-awareness and self-direction. For these reasons, faculty develop learning experiences that reflect the level of student knowledge, skills and attitudes in each nursing course. The faculty recognize that each student is unique and that individual learning is affected by intellectual and physical development, learning styles, readiness to learn, motivation and prior learning. A variety of instructional methodologies that actively involve students in the learning process are utilized to facilitate acquisition of knowledge and skills in a manner that meets their needs. The core values of Safe and Competent Practice and Caring emphasize the acquisition of essential knowledge, skills and attitudes related to professional nursing. Students learn to apply standards of nursing care that integrate scientifically supported evidence for the provision of 157

164 nursing care designed to improve patient outcomes. Students learn to provide comfort, compassion, concern and advocacy through role modeling faculty and practicing nurses in patient care settings and through simulation. Courses integrate learning experiences that provide students with opportunities to become familiar with the health care system along the continuum of patient care. Students learn to manage clinical/patient information sources effectively and sensitively with experiences that integrate Electronic Health Records. The effective use of healthcare resources is a component of each and every clinical experience today. In addition to these tenets, the commitment to prepare graduates to provide safe and competent care to individuals, families, and groups using evidence-based practice, quantitative reasoning, and technical proficiency and to create an environment where therapeutic interventions reflect a respect for human dignity is evidenced through these stated program outcomes. The nursing curriculum includes eight (8) nursing courses. Students take three (3) nursing courses during the first year of the nursing program. Appendix P contains course descriptions, for all nursing courses in the curriculum. In the first semester students are enrolled in NUR*101: Introduction to Nursing Practice. This eight (8) credit course provides the concepts fundamental to nursing practice. Emphasis is placed on application of the nursing process, communication, and basic skills acquisition. During this semester, nursing students care for patients on medical-surgical units or in long term care or rehabilitation settings, providing basic nursing care. During the second semester of the first year of the nursing program, students are enrolled in NUR*102: Family Health Nursing. This eight (8) credit course focuses on issues affecting the family, including childbearing, childrearing, care of the older-adult, end-of-life care, and intermediate health care needs of limited duration. Students have clinical rotations that provide 158

165 experience caring for medical-surgical patients across the lifespan as well as caring for the childbearing family. Students are concurrently enrolled in a one (1) credit course NUR*103: Pharmacology for Families Across the Lifespan. This course focuses on the safe use, pharmacological principles, indications and nursing implications related to drug therapy when caring for individuals and families. Emphasis is placed on medications used with perinatal, neonatal, pediatric, geriatric and perioperative patients. Students enroll in five (5) nursing courses over the course of the second year of the program. NUR* 201: Nursing Care of Individuals and Families I, is a nine (9) credit course. This course focuses on the holistic care of individuals and families across the lifespan with health care needs effecting the endocrine, respiratory, gastrointestinal, cardiovascular conditions and selected mental health disorders. Bioterrorism as a health care issue is addressed. Clinical laboratory experiences take place in a variety of acute care and community health care settings providing care to patients across the lifespan. During this semester, the student is increasingly challenged in the clinical area with more complex patient assignments. This course is taken concurrently with NUR*202: Pharmacology for Individuals and Families with Intermediate Health Care Needs, a one (1) credit course. This course focuses on the safe use, pharmacological principles, indications and nursing implications related to drug therapy when caring for individuals and families with intermediate health care needs. Emphasis is placed upon medications used when caring for patients with endocrine, respiratory, gastrointestinal, cardiovascular and select psychiatric disorders. During the final semester of the nursing program students are enrolled in three (3) courses. The eight (8) credit nursing course: NUR*203: Nursing Care of Individuals and Families II, focuses on the holistic care of individuals and families across the lifespan with 159

166 complex health care needs effecting renal, oncological, neurological and select psychiatric disorders as well as multisystem organ dysfunction; this course also addresses bioterrorism and the care required for mass casualties. Students have the opportunity during the clinical rotation to incorporate critical thinking, caring behaviors, professionalism, and communication skills when providing nursing care in a variety of acute, long-term and/or community settings. This course allows students to manage a multi patient assignment with an emphasis on safe and competent practice. There are also observational experiences in community based care settings. NUR*204: Pharmacology for Individuals, Families and Groups with Complex Health Care Needs, a one (1) credit course is taken concurrently. During this semester, the curriculum focuses on pharmacologic principles, indications and nursing implications related to drug therapy in the care of individuals, families, and groups with complex health care needs. Emphasis is placed upon medications used for patients who have acute and chronic renal failure, oncology and neurological conditions, multi-system dysfunction and patients who choose alternative therapies. The third course taken during the final semester of the nursing program is a two (2) credit course: NUR*205: Nursing Management and Trends. This course explores the basic principles of management, leadership, delegation and collaborative relationships in the workplace and as they relate to providing safe and competent care for a diverse patient population. The focus is on the utilization of critical thinking skills to make decisions, priority setting, delegation, legal parameters of nursing practice and ethical issues. The student expands the concept of caring to the profession of nursing through collegial and interdisciplinary communication. The course facilitates the transition of the student into the profession and his/her role in contemporary nursing practice. 160

167 The faculty designed this curriculum so that at the end of the program, the graduate would demonstrate skills related to the core values of Critical Thinking, Safe and Competent Practice, Caring, Professionalism, Communication and Holistic Care. As entry-level practitioners, they will demonstrate professional accountability in the role of registered nurse and maintain accepted standards of nursing care as they fulfill the role of patient/client advocate. Table 12.1 shows the entire CT-CCNP Program of Study. Tables 2.1 and 2.2 define the relationship between the program (student learning) outcomes, core values, course objectives, student learning activities and evaluation methods. Appendix Q aligns the CT-CCNP Student Learning Outcomes and Core Values with nursing Professional Standards as integrated through the MA NOFCC and the CT-CCNP course objectives across the curriculum. 161

168 Table 12.1 CT-CCNP Program of Study CONNECTICUT COMMUNITY COLLEGE NURSING PROGRAM (CT-CCNP) Capital Community College, Gateway Community College, Naugatuck Valley Community College, Northwestern Connecticut Community College, Norwalk Community College, Three Rivers Community College CT-CCNP PROGRAM OF STUDY Credits ADMISSION REQUIREMENTS + BIO*211: Anatomy & Physiology I 4 credits ENG*101: English Composition 3 credits 7 credits PRE-REQUISITE REQUIREMENTS: + BIO*212: Anatomy & Physiology II 4 credits FIRST SEMESTER NUR*101: Introduction to Nursing Practice 8 credits + BIO*235: Microbiology 4 credits PSY*111: General Psychology 3 credits 15 credits SECOND SEMESTER NUR*102: Family Health Nursing 8 credits NUR*103: Pharmacology for Families across the Lifespan 1 credit + PSY*201: Life Span Development 3 credits SOC*101: Principles of Sociology 3 credits 15 credits THIRD SEMESTER NUR*201: Nursing Care of Individuals and Families I 9 credits NUR*202: Pharmacology for Individuals and Families with 1 credit Intermediate Health Care Needs + ENG*102: English Composition & Literature 3 credits 13 credits FOURTH SEMESTER NUR*203: Nursing Care of Individuals and Families II 8 credits NUR*204: Pharmacology for Individuals, Families and Groups with 1 credit Complex Health Care Needs NUR*205: Nursing Management & Trends 2 credits + Elective: Humanities ++ or Fine Arts 3 credits 14 credits Credit Summary: Total General Education Credits Total Nursing Credits Total Program Credits 30 credits 38 credits 68 credits + There may be a prerequisite course that must be successfully completed prior to taking the course. ++ Norwalk Community College requires one interdisciplinary course to fulfill core curriculum requirements. Non-nursing courses must be taken in the semester indicated above or they may be taken earlier; nursing (NUR*) courses must be taken in the stated sequence 162

169 CRITERION 13 The NCLEX success rate for program graduates is at or above 80%. [Regulations, Section (b)(1)(2)(A)] (b)(1)(2)(A) (b) Full approval: (1) Full approval is granted by the board with the consent of the commissioner after the initial period of approval based on evidence that the program is meeting its educational outcomes as demonstrated by an acceptable level of graduates' performance, as defined in subdivision (2) of this subsection. (2) An acceptable level of a program's graduates' performance shall be defined as: (A) demonstrated mastery of nursing principles as evidenced by an average passing rate of at least 80% of students taking the licensing examination prescribed pursuant to Section of the Connecticut General Statutes, upon their first attempt after graduation, as reported from May 1 to April 30. Collectively, CT-CCNP NCLEX-RN first time pass rates have exceeded the national mean for associate degree graduates since Each individual CT-CCNP program has maintained the same since 2012 without exception. Overall, the programs consistently exceed the national mean. This pattern of success can be attributed to experienced faculty, the support of leadership at the program, college and system levels and increased opportunities for collaboration and sharing of best practices among the colleges. Table 13.1 represents a detailed account of the first time NCLEX pass rates from (and for 2015 as is currently available at the time of this writing), benchmarked against the national ADN mean for colleges now represented in the CT-CCNP. The commitment to provide students with ongoing NCLEX preparation throughout the program has continued. In addition to curricular college based testing based upon the NCLEX- RN blueprint, as of August 2012, the CT-CCNP entered into agreement with the Assessment Technologies, Inc. (ATI) to provide students with the opportunity to experience nationally referenced testing that is grounded in the content and sequence of learning experiences of the CT-CNP curriculum. Faculty have worked with the DSNCO to align ATI testing with student 163

170 learning outcomes in an effort to provide an accurate match with NCLEX style testing and standards. Student performance measures throughout the program are collected, trended and analyzed at the college and system levels and are benchmarked against ATI tests that are aligned with the curriculum. To encourage student investment in ATI testing and resources in the promotion of their success, the CT-CCNP Program Committee developed a protocol to award students points based upon their performance on the ATI course based tests. This was approached cautiously and conservatively so as not to over-emphasize the importance of the ATI tests and to avoid the perception and implications of high-stakes testing. Provided students are invested in their performance, curricular alignment with the ATI tests have enabled faculty to examine and evaluate not only the curriculum, but their particular areas of emphases and delivery. In addition, students who complete the final semester are provided with a three day Live Review /NCLEX preparatory course provided by ATI. Prior to beginning the ATI NCLEX preparatory course, students take the ATI RN Comprehensive Predictor designed to predict success on the NCLEX-RN. ATI faculty review student performance on the test and emphasize material accordingly during the live review. Since 2014, students have been provided with the opportunity to take the RN Comprehensive Predictor a second time following their own preparation for the NCLEX-RN to provide them with an additional measure of their readiness. An automated approach to student outcomes assessment that aligns program performance measures with performance on the ATI standardized tests and NCLEX-RN outcomes is currently in the final phases of development at the system level. This approach to outcomes assessment will enable thoughtful, constructive and ongoing curriculum evaluation and development. 164

171 Table 13.1 CT-CCNP Colleges NCLEX-RN Success Rates as Compared to National Mean CT-CCNP Colleges NCLEX-RN Success Rates* as Compared to National Mean** Graduation Year Capital CC Gateway CC Naugatuck Valley CC Northwestern CC Norwalk CC Three Rivers CC National Mean** % 89% 97% n/a 82% 97% 86% % 89% 96% n/a 100% 93% 87% % 88% 95% 100% 97% 93% 89% % 89% 98% 91% 89% 97% 81% % 85% 88% 97% 82% 95% 79% *Data obtained from the CT DPH Website **Data obtained from the National Council of State Boards of Nursing Website

172 CRITERION 14 A mechanism exists to evaluate mastery of nursing practice as evidenced by an evaluation of graduates clinical skills conducted in a manner approved by the Board. [Regulations, Section (b)(2)(B)] (b)(2)(B) (b) Full approval: (2) An acceptable level of a program's graduates' performance shall be defined as: (B) demonstrated mastery of nursing practice as evidenced by an evaluation of graduates' achievement of the educational outcomes required by Section or , as applicable, of the Regulations of Connecticut State Agencies, in a manner approved by the board. Section A graduate of a registered Nursing Education Program shall be able to: (1) Perform the duties and responsibilities of the registered nurse within the framework of the nurse practice Act, Chapter 378 of the Connecticut General Statutes; (2) Synthesize knowledge from nursing theory and the biological, physical, social, and behavioral sciences in providing health care to patients; (3) Exercise critical thinking, ethical decision making, and independent judgment in using the nursing process to provide care to patients; (4) Apply the nursing process to design, implement, and evaluate care for patients using a variety of technologies. The scope of care shall include preventive, curative, supportive, and restorative nursing interventions in both institutional and community-based settings; (5) Develop and implement a variety of teaching and learning strategies in the provision of health teaching for patients in a variety of settings, using a variety of technologies; (6) Identify the scientific basis for assessments and therapeutic nursing measures; (7) Manage information and resources, contributing to the achievement of optimum patient outcomes in a cost effective manner; (8) Use leadership, management, delegation and collaborative skills as a member of a multidisciplinary team within the health care delivery system to develop, implement, and evaluate health care provided to patients; and (9) Demonstrate professional accountability by acting as an advocate for patients and by maintaining accepted standards of nursing care for a registered nurse. (Effective November 29, 1983; Amended May 4, 2004.) The program measures mastery of nursing practice by performance on the NCLEX-RN and graduate and employer surveys. NCLEX results are reported in Criterion 13. The CT-CCNP graduate and employer surveys measure graduate and employer perception of achievement of student learning outcomes and competencies, and the ability of the graduate to function as a beginning/entry level practitioner. Surveys are sent to graduates and employers six months to one year following program completion. The surveys, developed by the faculty and directors, are based upon the end of 166

173 program student learning outcomes and include measureable performance criteria for respondents to evaluate. At the inception of the CT-CCNP employer surveys were sent on behalf of the colleges from the office of the DSNCO utilizing the prior approaches of the colleges, whereby surveys were sent to the employers of specific graduates. Garnering less than a 20% return rate the Nursing Directors Council consulted program advisory committees and colleagues in Institutional Research to explore mechanisms to increase return rates. Beginning in fall 2011, in addition to following up with the known employers of individual graduates reported through graduate surveys, general surveys were sent to typical regional employers of graduates over the years. This strategy resulted in modest improvements to 33.3% in fall 2011 and 22.5% in spring Despite a variety of follow up methods out of the central office and the colleges, return rates have remained at lower than desirable levels. Finally in fall 2013, implementation of employer surveys were transferred entirely to the colleges where the community connections lie, with return rates increasing at variable rates. Individual community strategies involve telephone and personal follow up to online and/or mailed surveys. Continued persistence and creativity is essential to gain employer feedback beyond that from program based advisory committees. A similar experience with the Graduate Surveys has been addressed through the complete transfer of this responsibility to the colleges as of spring 2015 for similar reasons, with similar strategies. We look forward to increased return rates as a variety of approaches continue to be explored. Despite low response rates, when received responses consistently reflect graduate and employer satisfaction with the CT-CCNP programs and graduates. 167

174 Appendix N provides a sample of the graduate and employer surveys sent on behalf of the colleges since Tables 14.1 and 14.2 include results of the CT-CCNP graduate surveys and employer surveys at the system level for graduates of the CT-CCNP from

175 169

176 CRITERION 15 The resources, facilities and services are adequate to achieve program objectives. [Regulations, Section (a)] The parent institution responsible for the nursing education program shall provide facilities including: a library offering resources and services, office space, conference rooms, classrooms, and nursing laboratories sufficient to meet the needs of the program. In general the colleges with nursing programs possess adequate resources to implement the nursing program and to meet student needs. The colleges plan and implement their program budgets in collaboration with college administration and in accordance with processes that are integral and specific to each college s policies, procedure and governance. System Support for the CT-CCNP Board of Regents for Higher Education (BOR) as the governing body for the Connecticut State Colleges and Universities (CSCU) supports the CT-CCNP programs through planning and fiscal provisions based upon student enrollment, course credit hours, faculty to student ratios and collective bargaining agreements. CT-CCNP full time and part time faculty enjoy competitive compensation packages and the support of one of two collective bargaining units as members. The BOR has maintained both the CT-CCNP Director of System Nursing Curricular Operations (DSNCO) and the Nursing Admissions Specialist positions since their original establishment during academic year The DSNCO qualifications mirror those of the college based Academic Division Directors of the nursing programs. This individual supports the nursing academic division directors and faculty in the establishment and maintenance of program standards and practices, curriculum development, outcomes assessment, program approval and accreditation processes, and with the implementation of the centralized admissions process, standards and practices all in support of the of the CT-CCNP common curriculum. See Appendix R, Position Description for the Director of System Nursing Curricular Operations. 170

177 A full time masters prepared Nursing Admissions Specialist directly supports the common admissions policies and practices in collaboration with the colleges offering the nursing program. The originally appointed individual left the position in 2014 at which time the Provost requested an analysis of the role and responsibilities prior to refilling the position. A search commenced within one month of the resignation and the new individual was seamlessly integrated and remains in the position since October See Appendix S, Position Description for the Nursing Admissions Specialist (NAS). The DSNCO and NAS are specifically dedicated to the nursing program with offices housed at the BOR Offices at 61 Woodland Street in Hartford, which along with offices at 39 Woodland Street support all 17 CCSU educational institutions. Fiscal support for both positions is acquired through the CSCU system. Though full time administrative and assistive support was requested for these positions at their inception, a part time temporary position was put into place in 2010 and remained through December 2012 when the individual resigned. Due to state fiscal restraints the position has not been re- established. System- wide committees are in place in support of the maintenance of the common and centralized admissions standards and practices, all program specific student standards and practices and the common curriculum. Committees of representatives from each college with a nursing program exist in accordance with the CT-CCNP Bylaws. See Appendix E, CT-CCNP Bylaws. College specific resources, facilities and services are described in the following sections. 171

178 Resources, Facilities and Services in Support of the CT-CCNP at Capital Community College Clerical and Support Staff One full-time secretary, assigned to the Director, manages the secretarial needs of the Director and nursing faculty. A half-time nursing laboratory teacher helps students with motor performance skills, transferring nursing process to the plan of care, and providing individual tutorial assistance. A mechanism for the faculty to make student referrals to the lab instructors is in place. The Lab instructor has developed clinical teaching modules to support clinical content in various courses, such as providing additional instruction in aspects of the psychiatric nursing clinical in NUR 203, or basic nursing skills labs of NUR 101. In addition, the laboratory instructor attends course meetings and collaborates with the faculty to support materials necessary for each nursing course. Currently, the lab instructor is a registered nurse with an MSN and PhD. Media Services provides a variety of services to the nursing faculty. Media staff assists faculty with preparing various instructional materials in media, such as videos, graphics, and computer-based presentations. One important example is continuing support for nursing faculty who teach on-line pharmacology courses. Media Services continues to work with faculty in producing numerous computer-based presentations using Microsoft PowerPoint that include extensive graphics and photographic materials. Media Services also has the capability to downlink satellite video conferences for nursing faculty. Media Services is also responsible for the college video bulletin board, located on television monitors in the cafeteria and lobby, which apprise nursing students of timely instructional events. 172

179 The Learning Center at the College is available to all students requiring academic assistance. There is no charge to college students requesting tutorial assistance. The Director of Nursing and Director of the Learning Center meet regularly to discuss student needs and design tutoring to assist nursing students with study skills, critical thinking and test taking strategies. The Continuing Education and Community Services Department offers a variety of continuing education programs for nurses. Faculty and students find useful classes provided by clinical experts in nursing. The CPR Certification continues to be provided and the NCLEX-RN review course and both are well attended by nursing students. All institutional support services described in the catalog and the Student Handbook are available to nursing students and faculty. A member of the Counseling staff is assigned to the Division and attends Division meetings. The counselor assists nursing faculty in their role as student advisors, by them to use Banner (the Connecticut Community Colleges computerized record keeping system/student information system), and meeting with students in groups and individually for counseling and academic support. The college has eight computer laboratories equipped with interactive terminals, microcomputers, and a video interactive computer for faculty and students to learn computer skills. Staffs from the Computer Resource Center and the Administrative Data Center assist faculty and students to learn computer skills. Full time faculty all have updated computers in their offices and laser printers. Faculty take advantage of computer instruction and all can access college resources on line. Library and Learning Resources The library resources are comprehensive, current, developed with nursing faculty input, and accessible to all faculty, staff and students at Capital Community College. 173

180 The entire 5 th floor (25,000 square feet) is dedicated to the library, with seating for more than 230 students and access to 58 computers. The library provides nine study rooms for small groups, as well as an instructional computer lab which contains 21 computers and an instructor s station. In addition, there is a periodicals reading room which contains current newspapers, magazines and journals for patron use and a quiet study area in which the volume is monitored for those students who prefer a near silent setting. The college library is open 58 hours per week, including evenings and Saturdays. All services are available during open hours. The library has a collection of over 43,000 volumes, 1,944 non-book items, over 150 serials and access to over 50 web-based databases which support the curriculum studied at the college and provide a wide variety of scholarly journal articles, magazine articles, and other resources. Specific to nursing, there are 2,319 circulating books, 352 reference books, 343 videos, 58 anatomy models, and 8 journals titles. In addition to the local collection, students can access regional and state resources through the request network, which is accessible via the library website. request is the Statewide Library Catalog of Connecticut. It contains over 5 million titles from more than 400 academic, public, school and special libraries in the state. Not only does request allow students to search the holdings of nearly all public libraries in the state of CT, but it also provides access to medical and academic libraries, such as Central Connecticut State University and the University of Connecticut at Storrs. Library staff can also procure resources for patrons on a larger scale through the OCLC network. OCLC provides access to the holdings of millions of volumes through both nationwide and global libraries. The library also subscribes to nursing and health-specific databases. The Cumulative Index to Nursing and Allied Health Literature (CINAHL) with Full-Text is a 174

181 comprehensive research database which provides access to over 700 full-text nursing and allied health journals. The library also subscribes to Health Source: Nursing/Academic Edition, Medline and Salem Health. There are over 350 full text journals in the Health Source database, 237 of which are peer-reviewed. Medline includes 1450 journals and is indexed with the U.S. National Library of Medicine s Medical Subject Headings (MeSH). Salem Health provides access to healthcare content from medical guides, on the subjects of infectious diseases and conditions, addictions and substance abuse, cancer, and psychological and mental health, among others. Additional databases include: Psychology and Behavioral Science (530 full-text journals) and PsychInfo (3.7 million records). All databases can be accessed remotely via mycommnet which utilizes a proxy server. Students, faculty and staff utilize their Net I.D. and password to gain access to the databases via mycommnet. Students, faculty and staff also have access to additional databases provided by the Connecticut State Library through iconn, a core level of information resources sponsored by the State of Connecticut, either by direct access from the college, or off-campus via the mycommnet portal to the proxy server. In addition, Capital Librarians are available to answer remote questions during library hours through both and/or phone service. Each academic year, approximately 10% of the library budget is utilized to update the nursing collection including books, electronic databases, journals and DVDs. The library staff and nursing faculty also work cooperatively to choose additional books and remove outdated texts or other material. Services available to nursing students and faculty include library and information instruction, reference service, interlibrary loan, and a system for reserve materials. Library staff upload nursing reserve articles to faculty online course shells through BlackBoard Learn when 175

182 requested by nursing faculty. Nursing textbooks and ancillary materials for designated courses are placed on reserve. Nursing faculty and students make extensive use of the library reserve service. The Library Director serves as library liaison to the Nursing Department and attends monthly Nursing Division meetings to regularly communicate with faculty and gather feedback on research and/or informational needs in the upcoming semester. These meetings are an opportunity for the Library Director to inquire about specific curricular needs and then follow-up with the Library Committee that is comprised of nursing faculty. Currently, the Library Director is working with the Library Committee to ensure that all reserve materials are updated and inclusive of all nursing courses offered at Capital. Nursing students heavily utilize the nine group study rooms and the anatomy models (realia) that the library has available for checkout for two hour time periods. Nursing Faculty work with the Head of Instruction Librarian should they need to schedule a specific instructional session that focuses on a specific topic and/or information literacy skill(s). Students are encouraged to receive additional assistance from the Reference Librarians should they need one-on-one instruction or guidance utilizing library resources. The library s information literacy instructional program teaches the students how to determine the extent of the information needed, and how to locate and access this information in the library collection in their chosen discipline. Students are also instructed how to critically interpret and evaluate various information sources as well as incorporate that information into their own knowledge base. The information accessed and evaluated is used for classroom assignments, research papers and/or projects. (Information Literacy Competency Standards for Higher Education, 176

183 Offices for the Nursing Administrator, Faculty Members and Staff Offices for the Director of the Division of Nursing, nursing faculty and the secretarial staff are adequately equipped with a desk, chairs, bookshelves, locked filing cabinets, computer and a printer. Private office space enables faculty and students to meet confidentially to discuss progression in the program and student concerns. Classrooms, Laboratories and Conference Rooms Nursing faculty utilize the largest classroom in the building which is a tiered lecture hall large enough to accommodate approximately one hundred fifty (150) students. The room is fully equipped with technological teaching devices. These include: a ceiling-mounted multimedia projector capable of displaying video and computer-generated signals; the large motorized screen; document camera; and a teaching station in the front of the room, a public address system with lectern and wireless microphones and VHS videocassette player. This classroom has a telephone, blackboard, and three entrances for safety. The community room and auditorium on the eleventh floor of the building are available and are utilized for large group activities. Conference rooms are available for faculty use on a space available basis. The three large simulated laboratories are furnished with modern hospital furniture, equipment and supplies to allow students to practice nursing skills throughout the school year. Students are also required to buy Nurse Packs in NUR101. These packs contain supplies for practice of basic nursing skills and students bring them to the assigned learning lab experiences. All three labs have computers, document cameras, laser discs, CD-ROM, and monitors. 177

184 Space for Equipment and Instruction Materials The nursing laboratories have locked and unlocked cabinets for storage of small equipment and supplies. Three large locked storage areas house larger equipment and supplies. Faculty mail baskets are located in the nursing laboratory storage area for faculty/student communication. Faculty The CT-CCNP has a Director overseeing the program. Sixteen full-time faculty and twenty-five part-time faculty work in the program. In clinical instruction, a 1:7-8 ratio between instructor and students ensures proper clinical supervision to meet the outcomes of the courses. See Criterion 6 for more information about the faculty. Faculty and administrative salary levels support recruitment and retention of faculty. The collective bargaining units guide faculty salaries and payment of overload. Financial Resources The State Support provided to the College through allocation of funds from the Board of Regents Connecticut Community Colleges system is sufficient to support the program goals and outcomes. In the past year, the Director of Finance has worked closely with the Director of Nursing to prepare required Financial Information to the BOR Statewide Nursing Planning Committee. In addition, the Director of the Division works closely with the Academic Dean to plan carefully for program needs. In summary, resources, facilities and services available at Capital Community College are adequate to achieve nursing program outcomes. A breakdown of funding provided for the CCC nursing program is contained in the chart below. 178

185 Capital Community College Nursing Budget: FY14 FY15 Full Time Nursing Faculty $2,047,394 $2,003,524 Clinical Nursing Faculty $1,204,699 $1,575,708 Operating Budget $ 52,101 $ 40,

186 Resources, Facilities and Services in Support of the CT-CCNP at Gateway Community College Gateway Community College allocates adequate resources, facilities and services to maintain a high quality, state-of-the-art learning environment to meet nursing program outcomes. The fiscal allocation of funds is equitable and comparable to other programs in the institution. The Allied Health & Nursing Division operates using three budget areas: faculty and staff salaries, the division operating budget, and the clinical faculty/educational Assistant (EA) budget. In addition, the nursing program has been the recipient of several grants which supplement the budget. Salaries for the nursing faculty and staff are determined at time of hire, and increase either with collective bargaining agreements and/or promotion. The faculty and staff salaries are not part of the budget request process at the division level. The clinical faculty/educational Assistant (EA) budget is a separate line item in the college s budget distributed by the CSCU Board of Regents (BOR). During the spring semester, the Nursing Director is provided with an operating budget breakdown based upon the previous fiscal year allocations and spending, as are other college division directors or department chairs. The division budget is discussed at a division meeting to ensure the proposal is aligned with division needs and goals. The Nursing Director then prepares an annual budget request with input from faculty, and submits the proposal to the Dean of Academic Affairs and the Director of Finance and Administrative Services. For the past several years, due to state budgetary constraints, there has either been a flat budget or minimal budget reductions to each department or division within the college. The final approved budget allocations are reviewed with the faculty at the beginning of the fall semester. Funds for purchase of capital equipment (equipment costing more than $1,000) are usually available on an annual basis based upon appropriations from the CSCU BOR. In recent years, capital funds have not been readily available to the college. 180

187 The clinical faculty/educational Assistant (EA) budget is a separate line item in the college s budget distributed by the BOR. The Nursing Director and the course leaders determine the part-time clinical faculty and laboratory assistant needs for the program each semester. The Nursing Director submits a worksheet outlining part-time faculty and laboratory assistant needs to the college Director of Finance and Administrative Services. The nursing program at Gateway seeks and obtains grant funds to enhance the programs operating budget allocation that aid in the operation of the unit and assist in achieving the program goals. Currently, the Nursing Division budget is supplemented by grants from the Annie E. Casey Foundation for over $150,000 and from the federal Perkins grant for over $30,000. The Nursing program was the recipient of $500,000 from Yale-New Haven Hospital (YNHH) to fund the establishment of the nursing suite at the new downtown campus. The nursing suite consists of a 100-person classroom, 20-person computer lab, 20-bed skills laboratory and a simulation suite. In July 2015, GCC learned that YNHH was providing another donation of $150,000 to the Division of Allied Health & Nursing to assist with programmatic needs. Professional development is funded through a negotiated amount between the collective bargaining units. The total amount varies from year to year; however, all full-time professional faculty and staff are entitled to access these funds. Additional professional development funds have been available through grants from the Gateway Foundation and the federally-funded Perkins Grant. Over the past five years, the Nursing Director and faculty members have attended national conferences such as the NLN Education Summit, the ATI Education Conference, the International Nursing Association for Clinical Simulation & Learning (INACSL) Conference, and local conferences offered through the CT League for Nursing, CT 181

188 Nurse s Association and local health care institutions using professional development funds. The nursing program has also funded part-time clinical faculty to enroll in the online Clinical Faculty course through the Connecticut League for Nursing. The CT-CCNP has held several system-wide professional days for faculty at the six community college nursing programs. The CSCU System also sponsors professional development activities for all college faculty through an annual system-wide professional development day, and individual seminars throughout the year. On campus, GCC s Center for Teaching offers free faculty development programs on a regular basis. The college has been committed to the success and expansion of the nursing program since it was established in The President has strongly advocated for additional faculty slots for the college and has generously allocated them to the Nursing program. In the past five years, the nursing program was allocated three additional faculty positions, bringing the total nursing faculty positions to twelve. A breakdown of funding provided for the GCC nursing program is contained in the chart below for FY 14 and FY 15. Budgets for previous years along with the budgets of other departments within the college are available for viewing in the Nursing Director s office and the Finance Director s office. 182

189 PHYSICAL RESOURCES Gateway Community College has adequate physical resources to support the learning outcomes of the nursing program. The College relocated to a new campus site in downtown New Haven in the summer of GCC s new campus is one of the largest construction projects the state of Connecticut has ever undertaken. It also is the only public college campus in Connecticut designed to achieve Leadership in Energy and Environmental Design (LEED ) 183

190 Gold certification from the U.S. Green Building Council. The LEED Green Building System, a voluntary, consensus-based standard to support and certify successful green building design, construction and operations that was developed by the U.S. Green Building Council. There are four levels of LEED certification: Certified, Silver, Gold and Platinum. The campus is designed to be Gold certified and has more than 50 LEED features integrated into its design, construction, operations and maintenance. The campus is made up of two parcels, one located north of the other, on 3.7 acres at 20 Church Street connected by a three-story bridge over George Street in the downtown New Haven area. The campus is 358,000 square feet in size and is comprised of two- four level buildings, the South Building and the North Building. The South Building is located between Frontage Road and George Street and the North Building is located between George and Crown Streets. There is a three-story walkway-bridge over George Street that connects the two buildings on levels two, three and four. In the new campus there are 90 general classrooms, 22 computer labs, 10 meeting spaces, a Bookstore, Cafeteria, Art Gallery, Fitness Center and Exercise Lab, Early Learning Center, Library and Learning Commons, Learning/Writing Center, Literacy Volunteers Center, Multi-Purpose Community Room, Health Center Clinic, Culinary Arts Center, Small Business Center, Humanities Department, Engineering Department, Nursing Department, Allied Health Department and Administrative and Student Services Offices. There are 1,300 parking spaces between two attached garages which are free of charge and available for students and faculty/staff. The Nursing Division wing is located in the South building on the 4 th floor. There is 2,670 square feet of office/administrative space that houses twelve individual full-time faculty offices, two staff offices for the Nursing Advisor and the Nursing Enrollment Services Assistant, 184

191 a large multi-person adjunct faculty office, a Nursing Director office, a reception area with a workstation area for the Nursing Office Assistant, a storage room, and a work room area. In addition, there is 3,515 square feet of laboratory and classroom space that houses three nursing skills laboratories, two individual simulation rooms with control rooms, a resource/computer room and a 100 person classroom that has a partition to divide the classroom into two-50 person classrooms. The individual faculty and staff offices are 100 square feet in size and have a computer, telephone, file storage unit and workstation area with file cabinet. Each full-time faculty and staff member selected their office space. The Nursing Director office is 200 square feet in size and has a computer, telephone, file storage unit, printer, workstation area with file cabinet and a small table with chairs. The reception area has chairs and a small table and is the location that houses the workstation area for the Nursing Office Assistant. That workstation area also has a computer, telephone, file cabinets, and printer. There is also a small workstation in this area for an additional part-time individual. There is a large multi-person office for the part-time nursing adjunct faculty which can accommodate 12 part-time faculty. The office has a telephone, printer, individual workstation areas with computers, and several file cabinets for storage. There is a storage room that houses additional file cabinets and laboratory equipment. The work room area has a copier/fax and cabinets for storage LEARNING RESOURCES Gateway Community College has adequate learning resources and technology that are comprehensive, current, developed with faculty input and accessible to faculty and students. Learning and technology resources that are specifically needed for the program are discussed at nursing meetings and purchased through the nursing operating budget or through 185

192 grant funds. College-wide learning and technology resources are available through the Library, Information Technology, Educational Technology, and Distance Learning departments. The College offers technical support to the program through the Information Technology and the Educational Technology departments. The nursing program has software programs such as the Mosby Patient Care Series and Clinical Virtual Excursions loaded onto the computers in the nursing designated computer lab and in the skills lab entry area. In addition, students and faculty on campus and off campus have access to assistance from the Distance Learning Coordinator. Library Gateway Community College Library & Learning Commons is a full service state-of-theart facility, spanning more than 25,000 square feet on two floors of the south building and seating over 400 persons, with seven quiet study rooms available, and an assistive technology room for students with special needs. It provides a variety of print and electronic library and information resources which support and supplement the curricula of the College and serves as a source of personal enrichment for faculty, staff and students. These resources include print books, electronic books, periodicals, audio and videotapes, CDs, DVDs, computer software, and various electronic information sources. The first floor is the Quiet Zone which features print journals, magazines and newspapers, tw0 group study rooms, a faculty reading room, study carrels and the Kids Cove, a children s library and reading area. The second floor is the Learning Commons and features the Service Desks for Computer help; Research help; self-check-out; reserve items; a 31-seat information literacy instruction electronic classroom; a C-Pod Study Area with 8 collaborative workstations; a presentation rehearsal room, a Media/ADA room with equipment and software for students with special needs; five group study and meeting rooms, a 50-seat library multi- 186

193 purpose room, 35 additional computer workstations, and a variety of seating for 425 people. Internet access is available in the library through thin client computers, library loan laptops, and a wireless network. All library computers offer the Microsoft Office suite and provide free printing. The library is open Monday through Thursday 8:00am to 8:00pm, Friday 8:00am to 6:00pm and Saturday 9:00am to 2:00pm during the regular semester. Library holdings include more than 54,000 print books and audio-visual items, and 179,000 electronic books and streamlining videos for an overall collection of 233,000, plus 118 print serials and 74,441 full-text electronic journal tittles. The Library also subscribes to more than 80 research databases, including those provided by the Connecticut Digital Library and may be accessed 24/7 on or off campus through the library home page. The library web pages offer links to library information, the online catalog, research databases, and Internet resources. The catalog offers a complete listing of items, including electronic books, which are also accessible 24/7 on or off campus. The library also houses several special collections. The library maintains membership in the Libris consortium of Connecticut Community College (CCC) libraries. Links to all CCC library catalogs and the statewide library catalog (more than 300 libraries of all types) are available on the web site. Users can access this content off campus on any computer with internet access using their college NetID username and password. Database subscriptions in support of Nursing & Allied Health programs include CINAHL Full Text DSM-5 Diagnostic and Statistical Manual of Mental Disorders Health & Wellness Resource Center Health Reference Center Academic Health Source: Nursing/Academic 187

194 Micromedex Ovid Nursing Community College Basic Journal Collection The library also provides subscriptions to many professional journals in print which are shelved in the reading area. Back files of two to five years of print archives are usually kept for each journal title. The library also subscribes to six daily newspapers in print format. The library provides basic how-to information about finding and using library materials with more than 180 electronic course/subject LibGuides which are created and maintained by Gateway librarians. These guides direct students to specific resources in their subject area and can be accessed on or off campus, through the library home page. Internet access is available through desktop computers and a wireless network. The library has web pages attached to the College web site, at offering links to search engines, Internet resources, library information, and the online catalog. The catalog offers a complete listing of items, including electronic books. The library maintains membership in the Libris consortium of Connecticut Community College libraries. Links to all Libris library catalogs and the statewide library catalog (over 300 libraries of all types) are available on the web site. Information Literacy classes tailored to the needs of specific courses and curricula are continuously offered, updated, and revised; information literacy instructional sessions stress the academic necessity of resources and their appropriate use. Faculty requests for information literacy instruction have increased dramatically due to the system-wide Transfer & Articulation Policy (TAP) requirements of embedding the Continuing Learning/Information Literacy (CL&IL) competency into more than 7 different academic departments and more than 100 courses. The requirement measures more than whether a student can use a computer, specialized 188

195 software, or the Library to accomplish routine tasks. Students in these courses need to demonstrate their ability to assess the value of an information source, create and evaluate their own information, and manage learning throughout their coursework, careers, and lives beyond the academy. Information Literacy is now a required competency at the College. The library also subscribes to EasyBib, an online citation generator which provides students with assistance creating citations using the citation style stipulated by their instructor. The library provides research assistance in a variety of formats. Students can come to the research desk or make appointments to sit one-on-one with a librarian. These appointments can be made either in person or via the link on the library s homepage. Librarians also provide research assistance via , SMS, and instant messaging during hours of operation. The library supplies 30 laptops for library use only. In addition, students can borrow graphing calculators, e- readers, headphones, and whiteboard markers and erasers. Smart pens purchased by the Student Accessibility Services (SAS) office are kept in the library and checked out to students who are registered with SAS office. Textbooks and other items are placed on reserve by faculty for students to borrow. The library resources are consistently reviewed, evaluated, and maintained by the staff to assure the achievement of student learning outcomes and program goals. The Library conducted the LibQual, a national survey which measures user s perception of library services and resources in Spring 2011 as well as in-house surveys and snapshots in 2008, 2010, 2011 and 2013 ( The results were shared with the campus community and used in the planning and re-evaluation of the new library and learning commons. 189

196 The full-time library staff includes: the Director of Library Services, the Library Systems Administrator (vacant position), the Head of Technical Services, the Head of Reference, who is also the Librarian Liaison to Nursing department, the Information Literacy Librarian, two reference and instruction Librarians, and a Library Associate who is in charge of circulation and reserves. There are also six part-time professional librarians (2FTE) on staff, who supply evening and weekend assistance to library users. Publicity of library resources, events, and services are done in a variety of formats. A published newsletter, handbook, flyers, library tour, Facebook, Pinterest, Twitter and library blog provide students with information on available services offered through the library at GCC. All of these are also available in electronic format via the library homepage. Computer Assisted Software Programs/Videos Since the program was established in 2002, the collection of videos and software programs designated for the nursing program has steadily increased and includes videos on various topics ranging from communication skills to diabetes and clinical simulation software for topics in mental health nursing. The required textbooks for many of the nursing courses are also packaged with CD-ROM s or have online resources that provide additional learning and remediation tools for the students. Nursing Skills Laboratories The Nursing Skills Laboratory area has an entry area that houses two sinks, computers storage cabinets and coat racks. The entry area leads into the three main nursing skills laboratories which houses a total of 20-beds. Lab #1 has 7 beds, lab #2 has 6 beds and lab #3 has 7 beds. The labs have slide pocket doors that can be opened or closed to facilitate the labs being used as one 20-bed lab or as individual labs. Each lab has a table unit with chairs, and a built in 190

197 sink for student use. The patient care unit is equipped with a simulated hospital headwall system with oxygen, vacuum, and compressed air outlets, a nurse call system and emergency call system. There is also a panoramic camera and microphone at each bed to allow for video recording of simulation experiences. Each patient care unit also has a Hill Rom Advanta bed, over-bed table, bedside stand, and a workstation on wheels. All labs are equipped with the Laerdal product, SIM View, to allow for simulation at each bedside. The Nursing program purchased over $1million in new equipment for the new campus nursing lab areas so that the labs are state-of-the art. Such items as Laerdal products, SIM Manager, SIM View, SIM 3G, SIM Essential, VITALSIMS, SIM Mom, SIM Junior, and SIM Baby were purchased. In addition, there is a Pyxis medication system unit in each lab along with standard equipment such as linen carts, wheelchairs, stretchers, etc. There is more than sufficient storage space between all three labs and the lab entry area for storage of disposable items needed for student practice during skills lab sessions. Additional equipment such as wound and central venous access trainers allow students to practice assessment and psychomotor skills. Lab hours are posted each semester in course syllabi and in a software program, Sim Manager, so that students can sign up for open lab times to practice skills. The program purchased the NLN Simulated Patient Case Scenarios in 2008 to expand the library of existing scenarios available for use in simulated activities. Currently, there is one fulltime faculty and one part-time faculty who coordinate the simulation labs for all levels of the nursing program. In addition, there are many part-time lab assistants who are skilled simulation users and assist with simulation sessions. Additional full-time and part-time faculty gain skills in simulation through onsite simulation workshops and the NLN online training program offered 191

198 through the statewide Simulation Teaching and Learning Initiative sponsored by the Connecticut Health Education Initiative and the Connecticut League for Nursing. The distance learning support staff at GCC includes two Distance Learning Coordinators,. All Core Nursing courses (NUR*101, NUR* 102, NUR*103, NUR* 201, NUR* 202, NUR* 203 and NUR* 204) are web-enhanced through the Blackboard Learn platform. These Webenhanced nursing courses provide the students with the ability to preview course material seven days a week. NUR*205 is a hybrid based course with online modules and on-ground seminars. The Pharmacology courses, NUR* 103, NUR* 202, and NUR* 204 have previously been offered online but due to student feedback have been offered solely on ground this past year. Blackboard Learn technological support is available through the college Distance Learning Department, the CSCU Student Support website at and the CSCU Student Support Help Desk during posted hours Monday through Sunday. There are adequate fiscal, physical, technological, and learning resources available at Gateway to meet the student learning outcomes. 192

199 Resources, Facilities and Services in Support of the CT-CCNP at Naugatuck Valley Community College Naugatuck Valley Community College allocates adequate fiscal resources to maintain a high quality, state of the art learning environment to meet nursing program outcomes (student learning outcomes). The fiscal allocation of funds is equitable and comparable to other programs in the institution. The nursing program operates with three budgets: the full-time faculty and staff salary budget, the other expenses (non-personal services) budget and the clinical faculty (Education Assistants) budget. Funds have been adequate to meet requests. Budget allocations are reviewed with the division faculty in late spring or early fall. Capital funds for major line items (over $1,000) are available based on state bonding. Clerical Staff The Division of Allied Health and Nursing has two full-time secretaries and one parttime clerk typist. One of the full-time secretaries is assigned to the nursing program and has a wide range of responsibilities. She is responsible for providing secretarial support to the Nursing Director, fourteen full-time faculty members, the clinical supervisors and the clinical faculty. The other full-time secretary is responsible for the Allied Health programs and Physical Education. A part-time clerk-typist assists with secretarial support in the division. Library NVCC s Max R. Traurig Learning Resources Center (LRC) is an invaluable resource for students and faculty. The LRC, comprised of the Library and the Electronic Classroom, is located in the 4 th and 5 th floors of the L building. The library has a seating capacity of approximately 275. There are 52 computer workstations and 30 laptops available for student use. The Library Oasis, L501, is a quiet study area that can seats up to 50 students. The 193

200 Electronic Classroom, which seats up to 32 students, is available for library instruction and research. Library resources may be accessed online at and by a link on the college s homepage. The Max R. Traurig library website provides research related information to assist students and faculty. There is information about the library (hours, floor layout, Newsletter, staff), research tools (journal databases, streaming video, ebooks, online reference materials and library research guides), reference assistance available via chat, , phone and text, and library services (Interlibrary Loans, course reserves, study room reservations, and policies). The vast amount of information and services available online does not replace the library but complements the resources and services of the campus facilities. The LRC supports a diverse consumer base of students, faculty, and the general public by offering a wide variety of resources. The library collection contains approximately 33,498 books, 108 print magazine and journal subscriptions, and 2,637 DVDs and 3,051 VHS tapes. The library also has a collection of 2,099 music CDs and 4,628 reference books that are available to the students to be used within the library. Students and faculty have access to all electronic resources, including databases with full-text articles both on and off campus 24 hours a day through the mycommnet portal. The Connecticut State Library provides additional online electronic databases, ReQuest, a statewide catalog, and ConnectiCar, an inter-library loan service. The library has utilized the Integrated Library System, Voyager, owned by ExLibris Company, since The Voyager system allows users to locate library materials at NVCC and those owned by other community college libraries in Connecticut. Databases available to the health care professionals include the following: Academic Search Premier 194

201 CINAHL Full Text Credo Reference DSM-V Online Films on Demand Health source: Nursing/Academic Edition Mango Languages Psychology and Behavioral Sciences PsycINFO PubMed-National Library Science Reference Center SIRS Knowledge Source Statista All textbooks used at NVCC are available on reserve in the library. NCLEX and TEAS study guides are also available on reserve. In addition, faculty may place additional study materials on reserve for students. The faculty works closely with the library staff in selecting resource materials and evaluating holdings and databases. The Library Advisory Committee includes library staff and representatives from each academic division, including Allied Health, Nursing, and Physical Education. The division representative brings faculty recommendations and concerns to the library staff through the Advisory Committee. In addition, the Allied Health liaison librarian periodically provides the division with updates on new resources and seeks faculty recommendations. 195

202 Office Space The Division of Allied Health, Nursing, and Physical Education has been located on the sixth floor of Ekstrom Hall since Currently, the facilities include an office suite for the director and nursing secretary, seven faculty offices and a conference room. Fourteen full-time faculty members share seven offices. Each faculty member has a computer with a flat screen monitor, the most current version of Microsoft Office, and a private telephone which was upgraded in 2010 to Voice Over Internet Protocol (VOIP) voice mail. Faculty share two printers and one photocopy/fax machine which are located in close proximity to faculty offices. In addition, there is a Copy Center on campus for large copy jobs and specialty services such as binding. The lab personnel share an office, which is equipped with a phone and two computers, storage closets, and file cabinets. The Nursing Advisor and Pre-nursing Advisor share an office. Clinical faculty members do not have designated office space and share a computer in room E603. Equipment/Classrooms/Laboratories: The last major renovation to the nursing laboratory occurred in the summer of 2008, a portion of the Nursing and Allied Health $615,000 renovation project was dedicated to providing expanded classroom space. A classroom on the third floor of Ekstrom Hall (E315) was renovated and designated as a nursing classroom. This room is equipped with tables and ergonomic chairs to accommodate 64 adult learners. The tables are on castors and can easily be moved to facilitate group learning activities. In addition, the nursing labs are designed to be used for classroom teaching and each accommodates 40 plus students. The majority of second year nursing classes are taught in an auditorium style tiered classroom in Ekstrom Hall (E440), which seats 110 students. All of the classrooms and nursing labs are SMART classrooms, 196

203 equipped with PCs, internet access, white boards, VCRs, document cameras and sound systems. E315, E620 and E633 have two projectors with two screens which allow for projecting from two different sources at once, for example a Power Point presentation and a skill demonstration. Room E315, the two nursing labs and the simulation room are linked electronically providing the capability to simultaneously broadcast presentations and/or demonstrations between the rooms. In the 2008 renovation project, the nursing labs were expanded to include 12 client care stations. The project also included the renovation of three rooms to provide a simulation room, a control room and a debriefing room. The simulation room (E617) has two monitored simulation beds but the infrastructure is designed with the capability to expand to a four bed simulation lab In addition to the technology to simultaneous broadcast presentations, the simulation lab is equipped to conduct and record simulated learning experiences. The software to operate both Laerdal SimMan TM and SimNewB is loaded on the two computers in the control room. In addition to faculty-developed scenarios, 20 National League for Nursing simulation scenarios and 11 neonatal cases for the SimNewB were purchased. The control room contains all the equipment (Samsung flat screen monitors, four DVD Recorders and a Sharp screen monitor) and technology to control the eight cameras and the sound system for simulation stations. The debriefing room is equipped with a flat screen monitor and DVD player for reviewing simulations during debriefing. The lab has ten VitalSim TM manikins (seven adults, two children and a baby) with the accompanying removable body parts and remote control devices. Students practice assessment skills and observe normal as well as abnormal findings such as breath sounds and vital signs. The lab also has various task trainers such as blood pressure and IV arms, respiratory and wound trainers, and fundus skill trainers that allow students to practice assessment and psychomotor skills. In addition, there is equipment to simulate the client care 197

204 setting such as IV pumps, feeding pumps, a PCA pump, Pyxis medstation, Workstation on Wheels (WOW), crash carts donated by St. Mary s hospital, medication and supply carts. Cabinets provide locked storage for additional supplies such as linens, BP cuffs, syringes, and practice medications. Each lab has a locked medication cart with medication administration records coordinated to match identification bracelets on manikins. Current nursing and health care reference books and journals are available in the labs for student use. The renovation project included expanding the sixth floor computer lab (E618) from 18 to 32 computers and a new laser jet printer. Students have access to the Internet and Blackboard along with educational software such as dosage calculation, breath sounds, case studies and arterial blood gas analysis programs. In addition to the division s computer lab in E618, there are five other open computer labs on campus and one in the Library Resource Center. On Friday, August 26, 2011 the State Bond Commission approved the bonding of $4.47 million for the design of the Founders Hall Renovation Project. The building is slated to house a state-of-the-art Health Sciences center for nursing and allied health. Overall, the project will cost about $43 million dollars. The project was approved about three years prior by the Governor and the General Assembly as part of the State s Capital Improvement Plan. Founders Hall and the Founders Annex comprise about 100,000 square feet and once renovated, the space should be able to comfortably accommodate nursing and allied health and other college programs as well. In addition, there will be considerable space left vacant on the sixth floor of Ekstrom Hall. Budget Full-time salary expenses come out of the general fund of the BOR allocation for the Connecticut Community Colleges and are controlled by the collective bargaining agreements. 198

205 Salaries are determined at the time of hire and are based on rank, education and experience. The other expenses (OE) budget covers all non-personal services including small equipment and supplies, accreditation fees, maintenance fees for equipment, and the cost of standardized tests. Fees paid to guest lecturers and full-time faculty travel expenses (mileage to and from clinical) are also included in the OE budget. The lab staff prepares and submits a list of necessary lab supplies and equipment based on continuing needs and faculty requests. Program needs are discussed with faculty at curriculum meetings and the division budget is prepared by the Nursing Director. The division is given an OE budget which is used for division and individual program needs. Unspent funds may be swept at the end of the fiscal year to meet college or system needs. The OE budget has been adequate to meet the needs of the program. The clinical faculty budget is determined by the number of clinical faculty members required for each semester. The number of clinical faculty required is determined by the nursing director and the course leaders based upon the number of students currently enrolled and clinical site requirements. The chart that immediately follows delineates the nursing program budgetary analysis for fiscal years 14 and 15: 199

206 200